Fostering Equitable Education for Emergent Bilinguals: Findings From a Place-Based Professional Development Program for Rural Educators

• In Event: How Teachers Perceive and Teach Emergent Bilinguals

Abstract

This paper presents findings from a rural place-based teacher and leader professional development (PD) program for Emergent Bilingual (EB) students. We use 'critical place' as the theoretical lens to examine how place influences educator PD and transformative practices for students. Twenty-two educators participated in the quasi experimental study. Seventeen of the participants were classroom teachers whose backgrounds were matched with 17 non participants in the same school district. Data from the study include findings from an EB-modified observation tool of teacher instruction. Additional data included interviews and focus group data, and archival data from participant coursework. We provide nuanced findings surrounding the ways in which a place-based rural PD program can impact educators' work and advocacy for EB students.

Authors

• Maria R. Coady, North Carolina State University

• Nidza Marichal, University of Florida

• Paula Golombek, University of Florida