Preparing Teachers of English Language Learners Online Discussion Summary

Preparing Teachers of English Language Learners

December 7-11 Online Discussion Summary

The TQ Connection’s eleventh online discussion focused on the preparation of teachers for English language learners (ELLs). It featured the newest TQ Connection Issue Paper, Preparing Teachers of English Language Learners, and the authors, Kristen McGraner, Vanderbilt University and Laura Saenz, University of Texas – Pan American, facilitated the conversation.

Participants had access to the online Issue Paper as pre-reading and took part in an online discussion related to the topic. The following is a summary of the dialogue, categorized into five overarching themes:
•   Education policy related to teaching ELLs
•   Differentiating instruction for ELLs
•   Evaluating professional development
•   Integrating ELL content into teacher preparation
•   Recruiting ELL teachers

Education Policy related to teaching ELLs
In response to an inquiry regarding mainstream teachers’ knowledge of effective ELL instructional strategies, Ms. McGraner directed the participants to the TQ Center policy database, Certification and Licensure for Teachers of English Language Learners, which synthesizes certification and licensure requirements for ELL teachers. At the time the database was developed, only five states (Alaska, Arizona, California, Florida, and New York) require general education, mainstream pre-service teachers to complete coursework in methods for teaching ELLs. Most states address mainstream teacher preparation for ELLs under the umbrella of diverse learning teaching preparation standards which has generally resulted in the integration of ELL-related topics into existing coursework.

Differentiating Instruction for ELLs
With the increasing population of ELLs in classrooms across the country, all teachers need to be prepared to meet the needs of ELLs. Several online participants inquired about strategies and resources that teachers need to ensure ELL students have sufficient exposure to effective and appropriate instruction. The experts highlighted the following resources:
•   Haley, M.H. (2009). Brain-compatible Differentiated Instruction for English Language Learners. Allyn and Bacon

•   Center on Instruction (2009). Practical Guidelines for the Education of English-Language Learners: Research-based Recommendations for Instruction and Academic Interventions.

•   Benchmark Education (2009). 10 Best Practices for Instructing and Supporting English Language Learners,

•   Reed, B., & Railsback, J. (2003). Strategies and Resources for Mainstream Teachers of English Language Learners. Northwest Regional Education Laboratory.

Participants also requested resources and/or strategies to determine if an English language learner’s academic problems result from a lack of English proficiency or a learning disability. Several resources were highlighted:

•   Klingner, J.K., & Harry, B. (2006). The special education referral and decision making process for English language learners: Child study team meetings and placement conferences. Teachers College Record, 108 (11), 2247-2281.

•   Keller-Allen, C. (2006). English language learners with disabilities: Identification and other state policy issues. National Association of State Directors of Special Education, Washington D.C.

•   Garcia, S. B., & Ortiz, A.A. (2006). Preventing Disproportionate Representation: Culturally and Linguistically Responsive Prereferral Interventions. National Center for Culturally Responsive Educational Systems, Arizona State University.

The authors also pointed to Response to Intervention as a framework to determine if a student with limited English proficiency responds to scientific, researched-based intervention as part of the evaluation for eligibility in special education:
•   Resources on RTI and ELL from two national centers:
o   The National RTI Center
o   RTI Action Network
•   Linan-Thompson, Sylvia; Cirino, Paul T.; Vaughn, Sharon. (2007, June 22). Determining English language learners' response to intervention: questions and some answers The Free Library. (2007). Retrieved January 19, 2010 from http://www.thefreelibrary.com/Determining English language learners' response to intervention: ...-a0168055493
•   Haager, Diane. (2007, June 22). Promises and cautions regarding using response to intervention with English language learners The Free Library. (2007). Retrieved January 19, 2010 from http://www.thefreelibrary.com/Promises and cautions regarding using response to intervention with...-a0168055495

Evaluating Professional Development
When queried about planning for the evaluation of professional development related to English language learners and measuring its effectiveness in terms of teacher development, Saenz pointed to the Sheltered Instruction Observation Protocol (SIOP). Designed by Jana Echavarria, MaryEllen Vogt, and Deborah Short, this tool is a framework for the planning and delivery of instruction that integrates academic language development in content areas for limited-English language learners. The SIOP design provides educators with a research-based teacher evaluation model that assesses their ability to design and implement lessons to address the academic and language needs of English language learners.

McGraner also underscored the importance of moving professional development evaluation beyond consumer satisfaction to true measurement of impact on teacher instructional practices and student academic and behavioral outcomes. She cited research suggesting that professional development is effective when it is designed collectively, content focused, coherent with local/state standards, and provides opportunities for active learning (Garet, et al., 2004).

These features, paired with sustained support and explicit feedback, advance the likelihood of teachers’ continued use of newly learned skills. Therefore, McGraner recommended thinking systemically when designing professional development ensuring that institutional structures adequately support teachers (e.g. providing teachers time to observe an instructional strategy in practice). McGraner referenced the Innovation Configuration presented in the discussion paper as a tool to evaluate ELL professional development and also highlighted the TQ Center’s 2nd Biennial Report, America’s Opportunity: Teacher Effectiveness and Equity in K-12 Classrooms, chapter on professional development.

Integrating ELL Content into Teacher Preparation
Several participants inquired about effective teacher preparation approaches in preparing general mainstream teachers to meet the academic and behavioral needs of ELLs. Discussion followed as to whether the integration of ELL content within already existing courses was sufficient or if a separate course should be required. Recognizing that both approaches have challenges, Saenz suggested that the critical piece is that the content is taught and teachers are adequately prepared to meet the needs of ELLs. She recommended a close examination of current general education teacher preparation coursework to identify places where ELL and inclusion topics can be embedded. Doing so demonstrates to preservice teachers that student diversity should be considered in all practices. The following resources were highlighted:

•   De Jong, E.J., & Harper, C.A. (2005) Preparing mainstream teachers for English language learners: It being a good teacher enough? Teacher Education Quarterly

•   Ballantyne, K. G., Sanderman, A.R., & Levy, J. (2008). Educating English language learners: Building teacher capacity. Washington, DC: National Clearinghouse for English Language Acquisition. Retrieved from http://www.ncela.gwu.edu/practice/mainstream_teachers.htm on January 19, 2010

•   Teacher Preparation: Multiple Federal Education Offices Support Teacher Education for Instructing Students with Disabilities and English Language Learners (July, 2009). Government Accountability Office, Washington, DC.

Recruiting ELL Teachers
McGraner highlighted a TQ Center resource, Recruiting Teachers for Schools Serving ELLs, when responding to a request for effective strategies in recruiting ELL teachers. This document highlights six effective strategies for recruiting teachers of ELLs.

Thank you for taking the time to visit the TQ Connection. Go here for a complete account of the discussion. If you have any topics you would like to see the TQ Center address, please feel free to contact Lynn Holdheide at lynn.holdheide@vanderbilt.edu or Amy Potemski at Amy.Potemski@learningpt.org.