Rural Teachers Expand Their Instructional Practices to Support Emergent English Learners

• In Event: Embracing Diverse Ruralities

Abstract

Rural elementary teachers expanded their instructional practices to support emergent English learners (ELs). Using a formative and design experiments approach (Reinking & Bradley, 2004, 2008), we worked with teachers through iterative cycles of goal-setting, implementation, and reflection as they expanded practices for emergent ELs through harnessing native language (Lucas, Villegas, & Freedman-Gonzalez, 2008), augmenting vocabulary development (Carlo et al., 2004; Gersten & Baker, 2000; Krashen, 1985; Sayer, 2013; Vardell, Hardaway & Young, 2006), fostering culturally responsive/sustaining learning environments (Ladson-Billings, 1995; Paris, 2012), and developing guidelines for grading and assessment. This rural research shows how teachers drew on their own and students’ assets (cf. White & Kline, 2012) to expand practices. We’ll share examples and a guidance document teachers helped develop.

Authors

• Alisa Leckie, Georgia Southern University

• Amanda Wall, Georgia Southern University