When Preparation Matters: A Mixed-Method Study of In-Service Teacher Preparation to Serve English Learners

• In Event: Moscone Center West Roundtable Session 4
  In Roundtable Session: Division K Roundtable Session 3

Abstract

Years of teaching experience is an essential variable impacting teaching effectiveness. However, the competency to incorporate effective teaching practices for ELs does not specifically map onto to years of teaching experiences. Specialized knowledge and frameworks for English language development informs how teachers differentiate their instruction for ELs’ academic content and language learning. Considering current dynamic
classroom environment where many students are coming from diverse linguistic and cultural backgrounds, more teachers have found themselves in the need of specific EL-related skills and knowledge, irrespective of their teaching experiences (de Jong & Harper, 2005). This paper addresses how and what the actual impact of two factors on teachers’ competency development in EL teaching profession looks like, focusing on curriculum, instruction and assessment.

Authors

• Sung-ae Kim, Purdue University

• Trish Morita-Mullaney, Purdue University