A Quasi-Experimental Study of ENL (English as a New Language) Certification: Teacher Growth and Impact on Student Learning

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Abstract

This quasi-experimental study (control group) explores the impact of a 21-credit English as New Language (ENL) certification program grounded in critical sociocultural perspectives on teaching, learning, and schooling. Four teacher competencies were evaluated. A survey measured teachers’ knowledge of language, culture, and equity-mindedness, while teacher pedagogy was based on observations of teaching. T-tests demonstrated statistically significant group differences in all four teacher competencies pre- and post-certification. Multiple regression analyses revealed that teacher knowledge of language, culture, and equity predicted 52% of students’ NWEA reading performance and WIDA overall English language performance. Teacher pedagogy accounted for 40% of student performance on the NWEA and 49% of English Learners’ WIDA overall performance. ENL certification improves teachers’ knowledge while benefiting all students.

Authors

• Annela Teemant, Indiana University - Indianapolis

• Cesur Dagli, Virginia Tech

• Brandon Sherman, Indiana University - Indianapolis