“You’re Not an Island”: A Middle Grades Language Arts Teacher’s Changed Perceptions in ESL and Content Teachers’ Collaboration

Giles, Amanda; Yazan, Bedrettin

doi:10.1080/19404476.2020.1724045

Cited by 14 publications

(4 citation statements)

References 17 publications

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“…Commitment" is one of their domains, which requires teachers to form professional communities to work collaboratively and to conduct research as a path for their professional development (Ministry of Education, 2012). In fact, collaboration overcomes teachers' isolation, which lessens their possibilities for professional growth (Giles & Yazan, 2020). Teachers need to conduct research to potentialize their professional knowledge, which eventually will improve their students' learning (Gindin et al, 2021;Richards & Farrel, 2005;Thomas & Vavrus, 2021).…”

Section: Professionalism and Ethical Commitmentmentioning

confidence: 99%

EFL Teachers’ Professional Development. A Narrative Inquiry into Lesson Planning During the Pandemic

TROYA SÁNCHEZ,

BENÍTEZ CORREA

2023

ENLE.JOU

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This narrative inquiry explored how an EFL teacher’s lived experiences during the pandemic helped her to reconstruct her lesson plans as a manifestation of professionalism. Her students were adults with unfinished schooling from the prioritized curriculum. Data was collected through interviews, lesson plans, a reflective journal, and WhatsApp screenshots. Results showed that her classes were limited to brief text, voice, and video messages. There was no individual or immediate feedback. The dialogic interaction during the narrative inquiry was a mediational tool that activated the teacher’s reflections on her past lessons, which guided her to adjust her present and future pedagogical practices.

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Section: Professionalism and Ethical Commitmentmentioning

confidence: 99%

EFL Teachers’ Professional Development. A Narrative Inquiry into Lesson Planning During the Pandemic

TROYA SÁNCHEZ,

BENÍTEZ CORREA

2023

ENLE.JOU

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“…Another researched key element that teachers need to consider when they implement CLRT approaches to meet the diverse needs of MLLs is teacher collaboration (see [39,[63][64][65][66]). Teachers have professional capitals in their specialization.…”

Section: Clrt Through Seeking Collaboration For the Diverse Needs Of ...mentioning

confidence: 99%

Research Synthesis on Culturally and Linguistically Responsive Teaching for Multilingual Learners

Yoon

2023

Education Sciences

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Drawn from both existing research and the author’s research experiences in middle schools in the United States, this research synthesis paper will highlight the key principles of culturally and linguistically responsive teaching (CLRT) for multilingual learners (MLLs) who are acquiring English as an additional language. Although CLRT is regarded as an important framework for middle grade MLLs’ learning, there is a lack of resources that provide a comprehensive view of historically/theoretically ground and research-based approaches for middle grade educators to consider in the classroom. This paper attempts to address this need by discussing the historical orientation of CLRT and its five major principles commonly identified in relevant literature. These principles include: (1) building foundational knowledge of MLLs’ home languages, (2) offering translanguaging space for MLLs’ linguistic repertoire, (3) using multimodality for MLLs’ engagement, (4) implementing integrated approaches for content and language, and (5) seeking collaboration for MLLs’ diverse needs. These key elements of CLRT provide insight into how middle grade teachers can support equitable access to learning opportunities for MLLs.

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“…Although ELLs have specific teachers assigned to manage their needs with either in-class or pull-out sessions, the amount of time dedicated to each student is combined with other children and limited to certain days and times (Giles, 2020). This model leaves ELLs with the majority of their time within their general education classes with most of their support only from their teacher and peers (Giles, 2020). A deeper understanding of ELL instructional strategies used by general education teachers may benefit ELLs and the schools that support them.…”

Section: Introduce the Problemmentioning

confidence: 99%

Adopting Instructional Strategies for English Language Learners in Elementary Classrooms

Olds¹,

McCraney²,

Panesar-Aguilar³

et al. 2021

WJE

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In an Eastern U.S. school district, little is understood about how elementary general education teachers apply instructional strategies for English Language Learners (ELLs) in the classroom and which strategies they perceive support academic achievement. The purpose of this basic qualitative study was to explore elementary general education teachers’ reported application of ELL instructional strategies and their perceptions of how those strategies support ELL academic achievement. The study’s conceptual framework consisted of Vygotsky’s sociocultural theory, which infers that learning is a social process guided by interactions with one’s environment, people, and culture. Also framing this study was Krashan’s second language acquisition theory (Long, 1983), which infers that language is attained though one’s strong desire to interact with the world around them. Two research questions were used to investigate the reported ELL instructional strategies used by teachers and how teachers perceive those strategies support ELLs’ achievement. Semistructured interviews were conducted with 11 elementary general education teachers. Volunteers were recruited from schools having ELL populations of 30% or more. Interview data were analyzed by using open and a priori codes and thematic analysis. The findings indicated that participants used familiar instructional strategies and consistently applied them for the whole class. Additionally, participants perceived ELLs’ academic confidence and connecting concepts with their primary language as important to academic achievement. This study contributes to positive social change through a deeper understanding of the ELL instructional strategies that may benefit elementary teachers and stakeholders.

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“You’re Not an Island”: A Middle Grades Language Arts Teacher’s Changed Perceptions in ESL and Content Teachers’ Collaboration

Cited by 14 publications

References 17 publications

EFL Teachers’ Professional Development. A Narrative Inquiry into Lesson Planning During the Pandemic

EFL Teachers’ Professional Development. A Narrative Inquiry into Lesson Planning During the Pandemic

Research Synthesis on Culturally and Linguistically Responsive Teaching for Multilingual Learners

Adopting Instructional Strategies for English Language Learners in Elementary Classrooms

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