The Lasting Impact of “Reading to Learn” and Sustainability of Professional Development

Richardson, Judy S.; Janusheva, Violeta

doi:10.18848/1447-9494/cgp/v18i09/47726

The International Journal of Learning: Annual Review

2012

DOI: 10.18848/1447-9494/cgp/v18i09/47726

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The Lasting Impact of “Reading to Learn” and Sustainability of Professional Development

Judy S. Richardson¹,

Violeta Janusheva²

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Preparing In-Service Teachers to Work With Linguistically and Culturally Diverse Youth

Cardozo‐Gaibisso

Harman

2019

Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners

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Teacher professional learning (TPL) can function as a powerful resource in supporting culturally sustaining educational practices for multicultural and multilingual students. However, as this chapter discusses through a detailed description of the literature, the design of current TPL initiatives often leads to a perpetuation of top down discourses about the role of teachers and bilingual learners in K-12 contexts. To speak to these challenges, the chapter provides readers with a detailed account of a bilingual National Science Foundation (NSF)-funded model of professional learning that could serve as an alternative culturally sustaining model for TPL. Specifically, the goal of the NSF initiative was to position in-service ESOL and science teachers of English as agentive and culturally responsive in their work. The systemic functional linguistic paradigm that undergirded the initiative placed emphasis on incorporating students' linguistic and experiential repertories in co construction of knowledge. This chapter concludes with recommendations for the field.

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Preparing In-Service Teachers to Work With Linguistically and Culturally Diverse Youth

Cardozo‐Gaibisso

Harman

2019

Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners

View full text Add to dashboard Cite

show abstract

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The Lasting Impact of “Reading to Learn” and Sustainability of Professional Development

Cited by 1 publication

References 0 publications

Preparing In-Service Teachers to Work With Linguistically and Culturally Diverse Youth

Preparing In-Service Teachers to Work With Linguistically and Culturally Diverse Youth

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