Integrating Language and Content: Supporting Secondary Teachers Through Explicit Literacy Instruction in Mainstream Classrooms & Beyond

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 1
  In Roundtable Session: Teaching at the Intersections: Language, Culture, and Equity in Multilingual Classrooms

Abstract

Due to increasing diversity among English Language Learners (ELLs), many teachers lack the preparation to support them effectively. In the state where this study occurred, few educators had training in language instruction, and required ELL training was minimal. This study explored how the Constructing Meaning (CM) Training Program supports teachers in integrating language instruction into content lessons. Sixteen teachers participated in a week-long training, with their experiences tracked before, during, and after the program. Findings show that teachers often overlook language needs in lesson planning, and that effective, content-aligned, long-term professional development—with collaboration and mentorship—is key to meaningful change. The study highlights the need for sustained support to help all teachers incorporate explicit language instruction into everyday practice.

Authors

• Stephanie Coca, Oklahoma State University

• Qiuying Wang, Oklahoma State University