Joy and Efficacy in Teaching English Learners: Effects of the Sobrato Early Academic Language Model

• In Event: Pedagogical Approaches to Supporting Emergent Bilingual Learners

Abstract

The purpose of this study was to examine the impact of instructional practices of teacher participants as a result of their participation in the Sobrato Early Academic Language (SEAL) Professional Development Model. We used mixed methods processes (Leech and Onwuegbuzie, 2009) to integrate the qualitative and quantitative findings to develop classroom vignettes based on levels of implementation of research-based practices for English Learners. Our sample consisted of 59 matched (PreK- 3rd grade) classroom observations over the two years of professional development. We found statistically significant differences in classroom observation results, as well as in teacher self-reported knowledge and skills in addressing the instructional needs of young English Learners. We also found teachers' increased sense of efficacy and renewed fulfillment.

Authors

• Magaly Lavadenz, Loyola Marymount University

• Elvira G. Armas, Loyola Marymount University

• Anya Hurwitz, Sobrato Early Academic Language (SEAL)

• Martha Irene Martinez, SEAL