Professional Learning for ESL Teachers

A Randomized Controlled Trial to Examine the Impact on Instruction, Collaboration, and Cultural Wealth

Bibliographic Data

ID22042599
AuthorsLeslie M Babinski (0000-0002-2072-9304, Duke University, corresponding author), Steven J Amendum (0000-0001-7883-9090, University of Delaware), MADELINE M CARRIG (0009-0000-0253-4186, Duke University), Steven E Knotek (0000-0002-6936-2152, University of North Carolina at Chapel Hill), Jennifer C Mann (0000-0002-8754-5059, Duke University), Marta Sanchez (Watson College of Education, University of North Carolina, Wilmington, NC 28403, USA), Marta Gutiérrez Sánchez (0000-0001-7302-9283, University of North Carolina Wilmington)
Year2024
Volume14
Issue7
Pages690
Publication date2024-06-25
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14070690
OpenAlexW4400091029
LanguageEN
Citations received1
References cited28

Using a randomized controlled trial, we examined the impact of a teacher professional learning (PL) program on English as a Second Language (ESL) teachers’ use of evidence-based instructional strategies for multilingual learners, collaboration with classroom teachers, and incorporation of Latino multilingual learners’ cultural wealth into their classrooms. The analyses included 29 ESL teachers from 29 elementary schools in three school districts. The teachers completed pre–post surveys, and trained observers rated classroom instruction and cultural wealth for two cohorts of teachers in the yearlong program. The results showed that the PL program had a significant effect on the ESL teachers’ use of evidence-based instructional strategies. We also found a significant effect on the ESL teachers’ collaboration processes, including their use of an intentional framework for collaboration and their alignment with classroom teachers’ instruction. We did not find significant differences between the PL group and the control group on the ESL teachers’ incorporation of cultural wealth in their classroom environment or on the reported frequency of their collaboration

Faculty Development · Mathematics education · Pedagogy · Professional development · Professional learning community · Randomized controlled trial · Teacher education · Treatment and control groups · Collaborative Teaching and Inclusion · Medicine · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies

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