Approaches to Studying Core Teaching Practices for English Learners

• In Event: 30.070 - Knowledge to Action: Articulating and Enacting a Practice-Based Pedagogy for Teaching English Learners

Abstract

Objectives
Findings are presented that build on earlier research on core teaching practices that ensure English learners (ELs) access to grade level content and language. Approaches to studying core teaching practices using student engagement, language identity, and learning as indicators are presented.
Theoretical Framework
The researchers used criteria characterizing core teaching practices (McDonald, Kazemi & Kavanagh, 2013) and an extensive review of research on instruction in ESL and bilingual contexts to identify core teaching practices that have been linked to academic success for English learners (ELs), e.g., providing comprehensible input during instruction. Each core practice was divided into observable instructional routines. Researchers used student engagement, learning, and language identity (Lee, Hill-Bonnet, & Raley, 2011) as lenses for differentiating between strong and weak examples of practice.
Method & Data Sources
A mixed method design was used for the first phase of the study, and a case study design was used for a deeper investigation comparing core practices and student engagement and learning. Participants were 31 graduates of a program preparing elementary teachers. Qualitative data included artifacts from preservice preparation (lesson plans, observation reports & videos) and classroom observations in the first three years of teaching. Quantitative data were language proficiency scores of ELs on a standardized state assessment for program graduates and a comparison group of early career teachers with similar professional profiles from the same school district.
Results
Participants were more effective at moving their ELs to higher levels of proficiency than the comparison group of teachers; however, the relationship was not statistically significant. Core practices were applied in all classrooms regardless of the grade level or the number of ELs in the classroom. However, differences emerged in teachers’ use of the instructional routines aligned with each core practice. Some instructional routines were used consistently, e.g., using visuals and media (instructional routine) as a form of providing comprehensible input (core practice) and others were rarely used, e.g., scaffolding formal student assessments for different levels of language proficiency. These results led to the focused investigation using student engagement, learning and language identity as measures of practice.
Significance
One of the ways that teachers can effectively advocate for ELs is through the instructional choices they make in the classroom (Authors, 2011). ELs have equal access to learning opportunities when teaching practice is designed to meet their unique needs. Findings from this study illustrate how engagement and learning can help researchers identify effective practice for ELs.

Authors

• Nancy E. Dubetz, Lehman College - CUNY

• Jennifer Marie Collett, Lehman College - CUNY