Rural English Learner Literacy Development: Results from a 4th Grade “Community Classroom”

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Abstract

Research on rural English learners (ELs) has been largely overlooked across the landscape of education, despite the fact that research on effective programs and practices for EL students has moved into increasingly refined areas (Coady, 2020; García, 2009). Data indicate that there are about 4.8 million EL students in the US (US ED, 2019). Scholars estimate that there are approximately 600,000 identified EL students attending rural schools in the US (Hussar, Zhang, Hein, Wang… et al., 2020), yet we know little about how ELs in rural settings participate in language and literacy development in their first language and in English. Some of the main challenges for rural ELs include having access to highly prepared teachers; programs that use students’ first language for learning (Lewis & Gray, 2016); and human, material, and digital resources (Azano & Stewart, 2015; Burton & Johnson, 2010). Yet ELs have one or more languages upon which they build their English language skills and are in fact bilingual or multilingual. Early literacy development has lasting effects on the educational outcomes for students. Scholars know that early literacy development in students’ first language is essential for students learning English (NRP, 2009).

This paper presents findings from a one year project in which a fourth grade rural teacher, in collaboration with a university PD program and the rural school leadership team, created a “community classroom” for building literacy for rural EL students. Prior to implementing this program, the rural school district used an “inclusive classroom” model in which EL students were educated alongside their peers in mainstream settings. However, EL students were underperforming in all measures. The “community classroom” consisted of a master teacher who focused on building classroom community and trust, affirming EL students’ diverse backgrounds, and focusing on first and second language literacy. The population of ELs included 22 fourth grade students in a rural school district. Data were collected across one school year. We present first-person accounts from the rural fourth grade classroom: implementation, teachers’ observations and notes (lesson plans), and EL student learning outcomes on the Florida Standards Assessment (FSA) and the WIDA ACCESS 2.0 English language proficiency test.

Findings from this yearlong program indicate that EL students’ learning improved significantly in measures of language and mathematics. Multiple factors contributed to EL students’ learning gains. First, the teacher was highly prepared for EL students and continued to advocate for students’ use of the first language for learning. Second, a bilingual paraprofessional provided consistent on-site support for student learning. Third, students were provided a voice and space in which their diverse language and cultural identities were affirmed. Fourth, the teacher ensured that students were actively engaged and valued for their input and learning. We conclude with implications for other rural districts.

Authors

• Maria R. Coady, University of Florida
  Presenting Author

• Rebecca Childs, Florida State University
  Non-Presenting Author