Rural Secondary Educators of Emergent Bilinguals: Place-Based Reflection, Collaboration, and Relational Knowledge

• In Event: Understudied Rural Populations

Abstract

Rural schools in the United States (US) face an increasing number of Emergent Bilinguals (EBs) whose achievement continues to lag behind that of their English-speaking peers. Teacher education for rural EBs is important to ongoing student learning and is grounded in the caring relationships between educators and EBs, yet there remains a dearth of research on how to provide effective place-based professional development for rural EB educators. To accept responsibility for EBs’ educational success, we used qualitative data from six secondary EB educators enrolled in a PD program to determine its impact on their work with rural secondary EBs. Findings can inform teacher education programs, extend the research base, and improve education for rural EB students.

Authors

• Nidza Marichal, University of Florida

• Raisa Ankeny, Stetson University

• Maria R. Coady, University of Florida

• Drew Long, University of Florida