Tailoring Instructional Coaching to Empower Dual Language Bilingual Education Teachers: A Comparison by Program Context

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 1
  In Roundtable Session: Research and Professional Development in Bi-/Multilingual Education: Perspectives and Advocacy for Educational Justice (Table 4)

Abstract

The growth of instructional coaching has spurred research into its efficacy, yet little work has been done on coaching in dual language bilingual education (DLBE). While many challenges are shared across K-12 classrooms, DLBE teachers have distinct needs. Further, different program models, settings, and language allocations present context-specific concerns. We draw on the Vygotsky Space model (Gallucci et al., 2010) as a framework for understanding the ways 17 DLBE teachers co-constructed knowledge as they experienced socially-mediated transformation via instructional coaching. Results highlight that while many issues and considerations are relevant to all DLBE educators, there are differing needs that depend on teachers’ contexts. Moreover, results show that deeper transformations of beliefs and thinking and sharing of those transformations take time.

Authors

• Jennifer Renn, Purdue University

• Haiyan Li, Purdue University

• Woongsik Choi, Illinois State University

• Wayne E. Wright, Purdue University