Language matters
Developing educators’ expertise for English learners in linguistically diverse communities
Bibliographic Data
| ID | 12112488 |
|---|---|
| Authors | Amy J Heineke (0000-0002-4219-3600, Loyola University Chicago, corresponding author), Aimee Papola‐Ellis (0000-0003-4700-8096, Loyola University Chicago), Kristin J Davin (0000-0003-3590-7086, University of North Carolina at Charlotte), Sarah Cohen (0000-0002-2213-4291, Loyola University Chicago), Amanda Roudebush (Loyola University Chicago), Beth Wright-Costello (0000-0002-4108-0997, Loyola University Chicago), Carol Fendt (University of Illinois Chicago) |
| Year | 2018 |
| Volume | 32 |
| Issue | 1 |
| Pages | 63-77 |
| Publication date | 2018-07-06 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Culture and Curriculum (JOURNAL) |
| Journal identifiers | ISSN: 0790-8318 • E-ISSN: 1747-7573 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/07908318.2018.1493493 |
| OpenAlex | W2830063146 |
| Language | EN |
| Citations received | 4 |
| References cited | 12 |
The population of English learners (ELs) continues to grow in schools across the United States and around the world. In this article, we share one urban university’s collaborative approach to building educational capacity for cultural and linguistic diversity through professional development efforts that brought together stakeholders from classrooms, schools, communities, and districts. This grant-funded project aimed to build educator expertise to effectively support and positively influence students’ language development and disciplinary learning. Grounded in sociocultural theory, we used an apprenticeship framework of teacher development, strategically planning and implementing collaborative capacity building efforts to foster learning across individual, interpersonal, and institutional planes. In this paper, we share the results of professional development efforts across three years of this project, drawing from observation, interview, and focus group data. Findings indicate that classroom-, school-, and district-level educators developed knowledge of discipline-specific language development, pedagogical skills for effective EL teaching and learning, and leadership abilities to positively shape institutional responses to their culturally and linguistically diverse student populations. Implications focus on fostering teacher professionalism through bottom-up development of EL-specific expertise and expanded opportunities for leadership
Apprenticeship · Discipline · Diversity (politics · Faculty Development · Focus group · Geography · Mathematics education · Pedagogy · Population · Professional development · Sociocultural evolution · Sociology · Collaborative Teaching and Inclusion · Multilingual Education and Policy · Psychology · Teacher Education and Leadership Studies
The Allure of Order
Observing sociocultural activity on three planes
Teacher Resilience in Urban Schools
Unpeeling the Onion
What Makes Professional Development Effective? Results From a National Sample of Teachers
Graduates' Reports of Advocating for English Language Learners
Linguistically Responsive Teacher Education
| Unique citing works | 4 |
|---|---|
| Citations per year | 1 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |