The impact of an emergent bilingual professional development experience on teachers in rural districts

• In Event: AERA Roundtable Session Saturday 1:45 pm - Gold 2
  In Roundtable Session: Inclusive and Equitable Rural Education: Care, Community, and Student Well-Being

Abstract

The RAICES grant at Stephen F. Austin State University provides professional development for rural teachers serving emergent bilingual (EB) students in Deep East Texas to build teacher’s skill in promoting English language acquisition and literacy skill. Through a phenomenological design, researchers examined teacher experiences across two years, combining surveys, evaluations, and participant observation with descriptive statistics. Findings show increased teacher confidence, preparedness, and success in earning ESL certification, with a pass rate of 85% compared to the state average of 78%. Teachers reported improved instructional strategies and cultural responsiveness. The incentivized model—offering stipends and local delivery—proved effective in sustaining engagement.

Authors

• Chrissy J Cross, Stephen F. Austin State University

• Marisol Diaz, California State Polytechnic University - Pomona

• Heather K. Olson Beal, Stephen F. Austin State University