Using Instructional Coaching to Improve Teachers' Pedagogical Knowledge for Teaching English Learners

• In Event: 34.048 - Preparing All Teachers to Become Language Teachers: A National Perspective

Abstract

Purpose
Lucas and Villegas (2011) identify a central need to connect principles of second language learning to pedagogical practices. Using an instructional coaching model specifically designed to address this theory-practice divide, teachers are individually coached to enact six universal principles of learning that scaffold instruction (e.g., Tharp, Estrada, Dalton, & Yamauchi, 2000). Using quantitative evidence of elementary teacher growth and impact on student outcomes, this presentation sheds light on the successes and challenges teachers face in becoming linguistically and pedagogically responsive teachers.

Theoretical Framework
The instructional coaching model is theoretically informed by sociocultural theory (Vygotsky, 1978), critical social theory (Freire, 1994; Sleeter & Bernal, 2004), and principles of second language learning (Lucas & Villegas, 2011). Sociocultural theory describes learning as social, teaching as timely assistance, knowledge as cultural, and student performance as situative, influenced by social, cultural, and historical conditions (Rogoff, 1990; Tharp & Gallimore, 1988). Critical theory, on the other hand, interrogates economic, racial, linguistic, and institutional barriers to educational equity (Kincheloe, McLaren, & Steinberg, 2011). Second language learning requires teachers to simultaneously attend to student communication (input and output), pattern (stage of development and errors/feedback), and variability (proficiencies and performances) in learning. The Six Standards represent a synthesized and coherent pedagogical approach operationalizing critical sociocultural teaching practices that result in more linguistically responsive teachers.

Methods and Data Sources
Two quasi-experimental and correlational studies of urban elementary teachers examine the effects of longitudinal instructional coaching to critical sociocultural principles of learning on teacher and student outcomes (Study 1: N = 36; 21 coached; Study 2: N = 43; 13 coached). Increased teacher use of critical sociocultural practices is hypothesized to increase student achievement and English language development. Teacher data included pre-, during-, post-, and one-year-after-intervention observations of teaching. Student data included criterion-referenced English/Language Arts exams and LAS Links assessments of English language development. Coached teachers participated in a 30-hour summer intensive workshop and received seven individual coaching sessions.

Results
Coached teachers demonstrated statistically significant growth and the sustainability of growth in use of the six critical sociocultural principles of learing in comparison to a control group. In particular, teachers’ use of Joint Productive Activity, Challenging Activities, and Critical Stance post-intervention and growth scores were significantly and positively correlated with increased student performance on the English/Language Arts exam as well as on five LAS Links assessments. Both native and non-native English speakers benefited from increased teacher use of the Six Standards.

Scholarly Significance
This presentation contributes to the pedagogical knowledge base for linguistically responsive teaching targeting content area teachers. First, the instructional coaching model provides a value-added example of how professional development increases teacher quality for English Learners. Second, findings indicate patterns of teacher growth using observable pedagogical targets that mediate teacher growth and improve student learning outcomes. Third, this critical sociocultural approach to professional development stands in stark contrast to formulaic, scripted, or strategy-based interventions: It values teacher professionalism and judgment in planning and teaching over standardization of practice (Smagorinsky, 2009; Wills & Sandholtz, 2009).

Authors

• Annela Teemant, Indiana University - Purdue University at Indianapolis

• Serena Tyra