Moving Toward Complexity: The Potential of Usage-Based Theories to Support Educators of Multilingual Students

• In Event: Dismantling Language Dichotomies in Teacher Education

Abstract

Objectives
This paper explores the potential of usage-based language (UBL) development theory to overcome persistent dichotomies in language education. We draw upon data from a yearlong PD with ISTs to explore: How do teachers grapple with UBL theories to understand: 1) the goal-driven (vs formal/structural) nature of language; 2) pluralistic repertoires rather than dichotomous language categories; and 3) the ways language develops unpredictably rather than linearly?

Framework
We draw upon a UBL approach to language development, which conceives of language as a system of patterns emerging from use and interaction (Larsen-Freeman, 2017; Tomasello, 2003). In UBL, linguistic resources are understood as repertoires (Hall, 2018), language is adaptive, and development proceeds from meaningful affordances and use. It thus develops non-linearly as learners negotiate meaning (Larsen-Freeman, 2017) to meet their goals.

To explore how teachers grappled with UBL principles of language development in the context of inquiry-based PD, we utilize situated perspectives. Teacher learning is social and individual, and occurs through participation in particular contexts (Peresinni et al., 2004; Wenger, 1998). Teacher beliefs evolve in response to features of their teaching context (AUTHOR, XXXX; Borko, 2004).

Methods
In this multiple case study (Stake, 2006), the research team’s writing of analytic memos about teachers’ engagement in inquiry-based PD led to development of hybrid inductive/deductive coding (Fereday & Muir-Cochrane, 2006) drawing upon UBL theory, our PD materials, and observations of teachers’ learning. Codebook development and coding proceeded through consensus (Hill et al., 2005), focusing on three key UBL principles that were particularly new or challenging for teachers (described below). We conducted individual and cross-case analyses of teachers to understand common and unique teacher learning patterns.

Data
Data from 10 participating classroom and English Language Development teachers included pre/post interview and focus group transcripts, PD videorecordings and fieldnotes, teachers’ written materials, and video-recordings of lessons used in inquiry projects.

Results
For principle 1 (“Purposes/goals, rather than structures and functions, are the cornerstones shaping language use or choice”), through video-based inquiry reflection teachers began to understand that student engagement increased when teachers’ goals for language use aligned with those of students, although teachers continued to value formal and structural teaching, particularly for writing instruction/assessment. For principle 2 (“Students use and develop ALL their languages and language varieties as they learn”), teachers articulated support for students’ multilingualism more consistently, but continued to grapple with pedagogical approaches to develop these repertoires in monolingual classrooms. For principle 3 (“Language development is a non-linear and unpredictable process”), teachers demonstrated varied patterns of change, with some (but not all) showing increasing acceptance that standardized language assessments and standards do not imply linear progressions for individual students’ development.

Significance
This study demonstrates that teacher beliefs can shift toward UBL understandings in the context of teacher inquiry-based PD, particularly through reflection on students’ language-in-use. However, varied contextual and institutional factors influence teachers’ uptake of these ideas, suggesting that sustained teacher learning opportunities must be paired with systemic shifts in assessment and approaches to multilingualism in schools.

Authors

• Amanda Kibler, Oregon State University

• Martha Garrett Sandstead, Oregon State University

• Sara Wiger, Oregon State University

• Jane Charlotte Weiss, Stanford University