Understanding the Work of Professional Learning Communities for English Language Learner Teachers
Possibilities and Limitations From Two Urban High Schools
Bibliographic Data
| ID | 21347348 |
|---|---|
| Authors | Aliza Fones (0000-0002-5986-3252, University of Northern Iowa, Cedar Falls, IA, USA, corresponding author) |
| Year | 2024 |
| Volume | 204 |
| Issue | 4 |
| Pages | 774-789 |
| Publication date | 2024-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-0574 • E-ISSN: 2515-5741 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00220574231225446 |
| OpenAlex | W4390986532 |
| Language | EN |
| Citations received | 2 |
| References cited | 36 |
The collaboration and learning of high school English language learner (ELL) teachers is an overlooked aspect of policy and research regarding the opportunities and outcomes of emergent bilingual (EB) students. In order to better understand the work of ELL teachers, this study examined their participation in an important setting: the professional learning community (PLC), a space with potential for promoting more equitable student outcomes. Analysis of ELL teachers’ participation in PLCs at two urban high schools, and the topics addressed in PLC meetings, provides implications for teacher and student learning, and reinforces the significance of ELL teacher expertise
English language · Mathematics education · Pedagogy · Professional development · Professional learning community · Sociology · Space (punctuation) · Work (physics) · Computer Science · Engineering · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Teacher Education and Leadership Studies
English Learners Left Behind
Chapter 8
Identifying Teacher Expertise
Qualitative Research
What is teacher learning? A socio‐cultural perspective
A review of research on the impact of professional learning communities on teaching practice and student learning
Effective Teacher Professional Development
Sequence Organization in Interaction
A Conceptual Framework for Understanding Effective Professional Learning Community (PLC) Operation in Schools
Do Undocumented Students Play by the Rules
Marginalizing English as a second language teacher expertise
Teachers as Agents of Reception
Understanding newcomer English learner students’ English language development
Race, difference, meritocracy, and English
Locating learning in teachers’ communities of practice
Sustainability of teacher growth from professional development in culturally and linguistically responsive instructional practices
PLCs
Emergent bilingual students in secondary school
Teacher Placement Into Immigrant English Learner Classrooms
Tracking and High School English Learners
What Blocks the Gate? Exploring Current and Former English Learners’ Math Course-Taking in Secondary School
Attending to Problems of Practice
Social Science Concepts
Knowledge and Teaching
Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners
Situated Learning
School Teacher
Techniques to Identify Themes
| Citations per year | 2 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |