Professional Development for Teachers of English Learners/Dual Language Learners: Modeling, Practicing, and Implementing What We Preach

• In Event: 66.087 - MTCC Roundtable Session 30
  In Roundtable Session: 66.087-5 - Increasing Teachers' Efficacy and Cultural Responsiveness in Teaching English Language Arts

Abstract

Abstract:
As a nation it is crucial that a high-quality public education is provided for English learners (ELs) in schools. Arizona consistently ranks among the top 15 states with the highest percentage of ELs (Soto, Hooker, & Batalova, 2015). The STEM + Social Studies Project (pseudonym) seeks to build ELs’s academic language and ensure ELs and Dual Language Learners are ready to meet rigorous academic content and language goals. This study examines the impact of Year 1 professional development of the grant on teacher-reported beliefs regarding their knowledge and self-efficacy related to working with ELs/DLs and their families. Throughout the PDs, we sought to model asset-based pedagogies and pre/post data indicated significant growth in various key areas. Implications are discussed.

Authors

• Margarita Jimenez-Silva, University of California Davis

• Karen Guerrero, Arizona State University

• Jill Huynh, University of California - Davis