Knowing the “Other” Latino Student Is Not Enough: Teaching the U.S.-Born English Language Learner in California

• In Event: To Know English Learners Is Not Enough: A Call to Include the Other English Learners

Abstract

Objectives
This paper explores how novice and veteran teachers from southern California address the specific needs of second- and third-generation US-born English language (ELs) educated in US schools: How do teachers differentiate instruction to meet the needs of US-born ELLs across cultural, ethnic, linguistic, and social differences?

Theoretical Perspectives
In 2008 Latinos accounted for 20% of the US K-12 student population, 70% of whom speak a language other than English 84% of Latino ELLs are US-born (Fry & Gonzales, 2008). Currently ELs continue to lag behind their native English-speaking peers (NCES, 2010). They have attended schools exclusively in the US but are not proficient enough to be reclassified as fluent English proficient by the time they enter high school. Approximately 32% of the nation’s ELs reside in California; 50.8% of elementary students, 48.9% of middle school students, and 42.5% of high school students in California were identified as Latino/a.
Teacher credentialing reform in California, Senate Bill 2042 which passed in 1998, infused content related to language development and cultural diversity into the basic credential, at times rendering such content invisible, essentially “watering down” the curriculum and program content for teachers of ELs.

Methods
This exploratory study used survey methods to explore novice and veteran teachers’ perceptions and experiences about their teacher training and subsequent socialization into school practices to teach US-born Latino ELs in southern California—essentially we asked teachers what they learned in school about teaching ELs and what they actually do in their own classrooms. Using a web-based survey, data were collected from a convenience sample of 225 teachers who were enrolled in or recently graduated from a Master’s program in education. The web survey consisting of three parts: differentiating instruction; knowledge and skills to teach US-born Latino ELs; and demographic data about experience, training, and professional development. A total of 48 teachers responded to the survey and 10 agreed to participate in follow-up interviews. Telephone interviews were conducted with eight survey respondents, using probing open-ended questions that asked the participants to reflect deeply on their own experiences.

Results
Participants have learned the macro cultural diversity and language theoretical frameworks from their university courses to implement these ideas in culturally and linguistic diverse classroom settings, however, they persist in identifying and instructing US-born Latino ELs as a monolithic group. Emerging themes include conflicts between and among knowledge teachers were taught and knowledge learned; the role of language proficiency in content knowledge; and sociolinguistic blindness. The majority of the respondents felt overwhelmed by the challenges of meeting the needs of the ELs in their classrooms, struggling to balance district mandates with effective instructional techniques.

Significance
As teachers in California enter classrooms that include increasing numbers of US-born Latino ELs, there is a constant reminder that teachers need the knowledge and skills to understand the heterogeneity of the Latino population. Since student learning is based upon social, cultural, and linguistic factors it is important that teachers take into account the multidimensionality of individual ELs as they differentiate instruction

Authors

• Sharon H. Ulanoff, California State University - Los Angeles

• Nilsa J. Thorsos, Azusa Pacific University