An Examination of Coaching Interactions to Support Teachers of Multilingual Learners

• In Event: Preservice and In-Service Teacher Education: Serving Multilingual Student Population

Abstract

There has been a steady increase of Multilingual Learners (MLs) in K-12 classrooms, yet general education teachers are not adequately prepared to work with or supported in their understanding of MLs' language and literacy development. The purpose of this comparative case study is to better understand the enactment of student-centered coaching and how it provides support for teachers of MLs. We examined two coaches’ interviews and conversations, exploring how the coaches supported each teacher’s use of reflection and instruction for MLs. Our findings indicate that student-centered coaching is effective when it incorporates reflective practices and strategies that map onto teachers’ specific contexts. These findings support the need to provide continuing professional development through coaching for teachers of MLs.

Authors

• Monica S. Yoo, University of Colorado - Colorado Springs
  Presenting Author

• Lisa Fetman, University of Colorado - Colorado Springs
  Presenting Author

• Veronica G. Garza, San Diego Unified School District
  Presenting Author

• Marah Guzman, Harrison School District
  Presenting Author

• Leslie T. Grant, University of Colorado - Colorado Springs
  Presenting Author