56.031 - Professional Learning With Educators of Multilingual Learners: Responsible and Responsive Facilitation Through Intentional Listening

Session Type: Symposium

Abstract

This symposium focuses on the facilitation of professional learning with educators of multilingual learners. Many studies on professional learning focus on the qualities of teachers and learning environments (Avalos, 2011). It is also important to focus on facilitation that supports the integration of new ideas in collaboration with educators and their contexts (Borko, 2004; Grossman, Wineburg, & Woolworth, 2001). Practices that support multilingual learners include an understanding of language development, bilingualism, and pedagogy that builds on the languages and cultures that youth bring to school. (deJong & Harper, 2005; Paris, 2012). The purpose of this symposium is to investigate how intentional listening during professional learning facilitates the uptake of ideas and practices focused on effective educational environments for multilingual learners.

Sub Unit

• Division G - Social Context of Education / Division G - Section 3: Studies of the multiple languages and literacies of varied social contexts

Chair

• Lorena Mancilla, University of Wisconsin - Madison

Papers

• Intentional Listening: Hearing Teachers' Voices as They Make Sense of New Ideas and Practices - Kersti Tyson, University of New Mexico

• Bringing Language to the Fore in Professional Development for Teachers of Multilingual Learners - Daniella Molle, University of Wisconsin - Madison

• The Dialogical Process of Professional Learning: Transforming Practice With Teachers of Multilingual Students - Susana Ibarra Johnson, New Mexico State University

Discussant

• Kathy Escamilla, University of Colorado - Boulder