Problem-Based Enhanced Language Learning: Preparing Mainstream Teachers for Student Linguistic Diversity

• In Event: Supporting Teachers of Emergent Bilingual Students in Professional Development

Abstract

Teachers are seeking the best instructional approaches to meet the linguistic needs of all students, especially English language learners (ELLs) in mainstream classrooms. ELLs are lagging far behind their peers. The challenge today, is that in order to be linguistically responsive to ELLs, mainstream teachers need some knowledge that provides a foundation for understanding this student subgroup and designing instruction for them (Villegas, SaizdeLaMora, Martin, & Mills, 2018). Problem-Based Enhanced Language Learning (PBELL) is designed to address the needs of all students, especially ELLs, and focuses on enhancing a problem-based learning approach with the academic language skills students require. This study examines how educators describe their experience with PBELL and its impact on students.

Authors

• Melanie Baca, Arizona State University

• Stephanie Lund, Arizona State University

• Silvia Araceli Aparicio, Arizona State University