Teachers Learning to Teach English Learners in an Online Community of Practice in an Urban District

Abstract

This chapter reports on a study that investigated the knowledge and skills for teaching English learners (ELs) that in-service teachers displayed during their participation in an online community of practice. Teachers' conversations were analyzed using a priory and inductive codes. Findings showed that teachers demonstrated an understanding of practices that support ELs in overcoming language demands that disciplinary content standards in the U.S. pose, including promoting ELs' participation, teaching language within content and in the four modes, assessing ELs' progress during instruction, and offering differentiated language scaffolds. The online community of practice offered in-service teachers an environment in which they engaged in learning tasks related to theories that they had learned and to their practice. Online communities of practice can facilitate information flow, peer collaboration, and content application in teacher preparation programs. However, tasks need to leverage technology tools affordances and to establish equitable participation expectations.

Are Teachers Prepared to Teach Multilingual Learners in U.S. Public Schools?

“…The inequity issues in our school with ELLs could be further understood from the perspective of teacher quality in the classroom. This study interrogates public school teachers' preparedness during their first years of teaching for these demographic changes.Prior research suggests that teachers' feelings of preparedness may differ by whether they work with ELLs (De Jong & Harper, 2005;del Rosal et al, 2018;Gandara et al, 2005;Reeves, 2009). Research has also shown that teachers are not being prepared to meet the needs for a diverse population in US classrooms today (e.g., Robertstein and Lee, 2014).…”

“…Prior research suggests that teachers' feelings of preparedness may differ by whether they work with ELLs (De Jong & Harper, 2005;del Rosal et al, 2018;Gandara et al, 2005;Reeves, 2009). Research has also shown that teachers are not being prepared to meet the needs for a diverse population in US classrooms today (e.g., Robertstein and Lee, 2014).…”