ESL (English as a Second Language) Teacher Collaboration to Promote Equity for Multilingual Learners in Early Elementary School

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: Disrupting the Status Quo: Equity and Inclusion in Early Childhood (Table 4)

Abstract

Using a randomized controlled trial, we examined the impact of a teacher professional learning (PL) program on English as a Second Language (ESL) teachers’ collaboration with classroom teachers, use of high-impact instructional strategies, and incorporation of multilingual learners’ cultural wealth into their classrooms. Results showed that the program had a significant effect on ESL teachers’ use of high-impact instructional strategies and a significant effect on ESL teachers’ collaboration processes, including their use of an intentional framework for collaboration and their alignment with classroom teachers’ instruction. We did not find a significant impact on ESL teachers’ incorporation of cultural wealth in their classroom environment, or on the reported frequency of their collaboration.

Authors

• Leslie M. Babinski, Duke University

• Steven J. Amendum, University of Delaware

• Madeline M. Carrig, Duke University

• Steven Knotek, University of North Carolina - Chapel Hill

• Jennifer C. Mann, Duke University

• Marta Sánchez, University of North Carolina - Wilmington