Preparing Classroom Teachers to Succeed with Second Language Learners Lessons from a Faculty Learning Community 1st Edition by Thomas Levine, Elizabeth Howard, David Moss 041584116X 9780415841160

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ISBN 10: 041584116X 

ISBN 13: 9780415841160

Author:  Thomas H. Levine, Elizabeth R. Howard, David M. Moss

This volume identifies resources, models, and specific practices for improving teacher preparation for work with second language learners. It shows how faculty positioned themselves to learn from resources, experts, preservice teachers, their own practice, and each other. The teacher education professionals leverage their experience to offer theoretical and practical insights regarding how other faculty could develop their own knowledge, improve their courses, and understand their influence on the preservice teachers they serve. The book addresses challenges others are likely to experience while improving teacher preparation, including preservice teacher resistance, the challenge of adding to already-packed courses, the difficulty of recruiting and retaining busy faculty members, and the question of how to best frame the larger issues. The authors also address options for integrating the work of improving teacher preparation for linguistic diversity into a variety of different teacher education program designs. Finally, the book demonstrates a data-driven approach that makes this work consistent with many institutions’ mandate to produce research and to collect evidence supporting accreditation.

Table of contents:

Part I: Defining the Problem Space and Possibilities
Chapter 1: The Urgency of Preparing Teachers for Second Language Learners
The Overarching Challenge
Why is it Important for all Teachers to be Prepared to Work Effectively with Second Language Learners?
Getting to Know Our Context: Teacher Preparation at the Neag School of Education
How will this Book help Teacher Educators Prepare Preservice Teachers to Work Effectively with Second Language Learners?
Conclusion
References

Chapter 2: Teacher Educator Capacity to Prepare Preservice Teachers for Work with Emergent Bilinguals
The Overarching Challenge
Conceptualizing what Preservice Teachers Need to Effectively Teach Emergent Bilinguals
Understandings
Practices
Dispositions
Visions of the Possible and Desirable
Conceptualizing What Teacher Educators Need to Prepare Teachers to Work Effectively with Emergent Bilinguals
Three extant models for improving the capacity of teacher education faculty to address linguistic and cultural Diversity
Pull-in
Faculty Institute
Individual Mentoring
A Fourth Model for Building Individual and Programmatic Capacity for Preparing Teachers for Linguistic Diversity: Faculty Learning Community
Three Core Elements of a Faculty Learning Community
Ongoing Professional Development
Active Research
Sharing—and Learning from—Practice
Recommendations
Conclusion
References

Chapter 3: Recruiting and Organizing Learning among Busy Faculty Members
The Overarching Challenge
Starting Small: The Power of Peer Coaching
Growing Larger: Faculty Institute as Ongoing Reading Group
Initiation and Recruitment
Activities
Benefits
Limitations/Tensions
Suggestions
Growing Larger Still: Becoming a Faculty Learning Community
Initiation and Recruitment
Activities
Recommendations for initiating and sustaining collective faculty professional Development
Do a Needs Assessment and Identification of Learners’ Hopes
Differentiate
Balance Clear Expectations with Flexibility to Accommodate the Reality of Multiple Demands on Faculty
Gather Ongoing Input
Stay Focused on the Mission
Have a Planning Team Streamline the Work
Schedule and Use Meeting Time Strategically
Craft the Project to Match Some of the Institutional Incentives and Mission
References

Part II: Revising Courses and Developing Practices
Chapter 4: Using a Conceptual Frame to Infuse Material about Emergent Bilinguals into a Teacher Education Course
The Overarching Challenge
Frames
Cases: how two different frames facilitated different opportunities for Learning
Subject-Specific Register Frame
Using the Math Register to Frame Teaching Math to Emergent Bilinguals in a Methods Course
Demographic Frame
Focusing on Emergent Bilinguals to Frame Teachers’ Learning in an Elementary Social Studies Methods Course
Additional Conceptual Frames
Language Development Frame
Social Justice
Universal Design Frame
Cultural Frame
Recommendations
Boldly but Thoughtfully Commit to a Frame!
Work with Colleagues
Conclusion
References

Chapter 5: Solving Problems of Space, Time, and Knowledge: How to Fit Learning about Linguistic and Cultural Diversity into Teacher Education Courses
The Overarching Challenge
Who We Are
The Challenge of Fitting It All In
Competing with External Mandates
Competing with Multiple Content Requirements
Selecting and Sequencing Course Materials
Trying to Find Authentic Connections with the Preexisting Curriculum
The Challenge of Preservice Teachers’ Limited Backgrounds and Experiences
The Challenge of Teacher Educators’ Limited Backgrounds and Experiences
How We Addressed our Challenges
Step One: Simply Start and Start Simply
How We Infused Issues of Language, Culture, and Diversity into Our Existing Course Structures
How We Addressed Preservice Teachers’ Limited Backgrounds and Experiences
How We Addressed Our Own Ignorance
Forming Project PREPARE-ELLs
Recommendations
Conclusion
References
Selected Books and Articles Used by Authors in Courses
Elementary Math Methods Course Lesson Plan Template

Chapter 6: Teaching Preservice Teachers How to Learn from—and about—Their Emergent Bilingual Students: The Foundation for Everything Else
The Overarching Challenge
Current Approaches to Supporting Emergent Bilinguals in K–12 Classrooms, and the Problems with Them
Creating a Listening and Learning Classroom
My Approach
Initial Discoveries
Implications for Learners
References

Chapter 7: Leveraging Clinical Experiences to Prepare Teachers for Culturally and Linguistically Diverse Students
The Overarching Challenge
Developmental Considerations: A Journey Rather than a Destination
Clinical Experiences Designed to Support the Continued Journey of Preservice Teacher Preparation for Work with Culturally and Linguistically Diverse Students
Attending to a Diversity of Experiences with Support and Intentionality
Creating Intellectual Space for the Journey through the Selection of Seminar Content
Conclusion
References
Appendix
Suggested Readings to Guide the Journey

Part III: Assessing Outcomes and Learning Along the Way
Chapter 8: Assessing Progress Within and Across Cohorts
The Overarching Challenge
Methods
Development of the Teaching English Language Learners Self-Efficacy Scale (TELLSES)
Participants
Data Collection
Data Analysis
Findings
Improvements in Preservice Teacher Self-Efficacy within Cohorts over Time
Improvements in Preservice Teacher Self-Efficacy across Cohorts over Time
Recommendations
References

Chapter 9: Instruction in Progress: In Search of Effective Practices for Emergent Bilinguals
The Overarching Challenge
Methods of Collecting Data Regarding Preservice Teachers’ Work with Emergent Bilinguals
The Challenge of Recruiting Vulnerable Preservice Teachers
Seeking Evidence of Observable Practice in Student Teaching
Seeking Preservice Teachers’ Explanations and Insights
Findings
What Practices Do Student Teachers Currently Use with Emergent Bilinguals?
What Did Teachers Find Challenging?
What Do Preservice Teachers Recommend We Do Differently?
Recommendations
Data Collection in Programs with Limited Resources
Collect Baseline Data
Be Sensitive When Working with Vulnerable Student Teachers
Conclusion: The Value of Data Collection
Project Prepare-ELLs Preservice Teacher Post-Observation Interview Protocol
References

Chapter 10: From Professional Learning to Professional Action and Back Again
The Overarching Challenge
Overarching Question
Methods
What Inspired Professional Learning?
Student Data
Mentoring
Peer Accountability
Preservice Teachers
What Professional Actions were Taken?
Course-Related Implications of Project PREPARE-ELLs
Considering Future Learning and Action
Should We, as Teacher Educators, Learn about, Think about, and Act on Language and Culture in Ways That Keep Them Separate or Integrate Them?
What Is the Developmental Trajectory for Preservice Teachers Related to Emergent Bilinguals, and What Should Be Taught within a One- or Three-Year Program?
Are K–12 Methods of Effectively Teaching Emergent Bilinguals “Just Good Teaching”? What is Potentially Missed when We Assume This?
Recommendations
Less Is More: “This Whole Project at Its Core Is an Exercise in Professional Learning and Setting of Priorities”
Enable Faculty from a Variety of Contexts to Learn and Grow Together
Analyze Successes and Challenges
References
Interview Protocol, Fall 2010 Project PREPARE-ELLs

Chapter 11: Preservice Teachers’ Evolving Knowledge and Practice toward Linguistically and Culturally Responsive Pedagogy
The Overarching Challenge
Revised English Methods Course
Activity One: Student Profile Generation and Interview
Activity Two: Unit Plan Creation
Student Teaching
Student Teaching Lesson Plan, Reflection, and Interview
Data Sources and Analysis
Two Journeys
Carissa
Beth
Lessons Learned
Recommendations
Appendix A
Guiding Questions for Whole-Class Discussion of Emergent Bilingual Student Profiles During Methods Instruction
Appendix C

Part IV: Moving Forward
Chapter 12: Pathways to Success: Models of Teacher Preparation for Cultural and Linguistic Diversity
Models of Teacher Education in the U.S.
A Model for Reform
Programmatic Recommendations
References

Chapter 13: Final Recommendations for Initiating a Faculty Learning Community
Recommendations
Q&A
1 How do we get started?
2 How do we achieve buy-in from as many faculty members as possible?
3 I can’t imagine this working at my institution. I don’t know how I would ever convince most of my colleagues to come together and reflect on our practice on a regular basis.
4 Our teacher education instructors have neither worked with emergent bilinguals in their professional lives nor learned a great deal related to them in their own education. Realistically, how will they be able to help preservice teachers become adequately prepared to work effectively with emergent bilinguals?
5 Our program depends largely on adjunct faculty and/or graduate assistants. Such instructors shift from year to year. How can we expect to have continuity with our project and to effect systemic change under those circumstances?
6 What if we have limited flexibility to change individual courses?
7 Isn’t this the job of the bilingual/ESL faculty? Why do other teacher education faculty need to get involved?
8 What if we do not have internal expertise from colleagues who specialize in the education of emergent bilinguals?
9 What if there are only a few emergent bilingual learners in our partner schools?
10 What if our capacity to collect data is limited? How do we know if our project is effective?
11 How is it possible to maintain a project like this over time?
12 The faculty learning community at UConn did not backward map their efforts. Should this type of project be more prescriptive with a clear sense of destination?
Conclusion
References

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