Preparing Teacher Leaders for English Language Learners in Rural Settings
DOI:
https://doi.org/10.3776/tpre.2019.v9n1p44-60Keywords:
English language learner, teacher education, rural education, professional development, teacher leadersAbstract
The number of English language learners (ELs) across the United States continues to grow, particularly in rural and new destination settings. However, educators remain un- and under-prepared for working with ELs nationally. This article provides findings from a study of one teacher leader professional development program in a rural school district that sought to prepare educators for ELs. We describe the professional development program and the rural context of the district. Findings from this study derive from an online survey of participants. Data reveal that rural educators seek to acquire skills and strategies that go beyond the classroom setting and that enable them to connect with EL families. They also believe that teacher leaders of ELs demonstrate compassion and build social-emotional support networks for themselves as professionals, as well as with EL families.
References
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Coady, M. R., Coady, T. J., & Nelson, A. (2015). Assessing the needs of immigrant, Latino families and teachers in rural settings: Building home-school partnerships. NABE Journal of Research and Practice, 6, 1-36. Retrieved from https://www2.nau.edu/nabej-p/ojs/index.php/njrp/article/view/42
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Gruenewald, D. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3–12. https://doi.org/10.3102/0013189X032004003
Hansen‐Thomas, H. (2018). Rural ESL: I only have two students! In J. I. Liontas & M. DelliCarpini (Eds.), The TESOL encyclopedia of English language teaching. Hoboken, NJ: Wiley. https://doi.org/10.1002/9781118784235.eelt0880
Jeynes, W. (2003). A meta-analysis: The effects of parental involvement on minority children’s academic achievement. Education and Urban Society, 35(2), 202–218. https://doi.org/10.1177/0013124502239392
Johnson, J. D., & Zoellner, B. P. (2016). School funding and rural districts. In S. M. Williams & A. A. Grooms (Eds.), Educational opportunity in rural contexts: The rural politics of place (pp. 107–122). Charlotte, NC: Information Age.
Karabenick, S. A., & Noda, P. A. C. (2004). Professional development implications of teachers’ beliefs and attitudes toward English language learners. Bilingual Research Journal, 28(1), 55–75. https://doi.org/10.1080/15235882.2004.10162612
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Kieffer, M. J., & Thompson, K. D. (2018). Hidden progress of multilingual students on NAEP. Educational Researcher, 47(6), 391–398. https://doi.org/10.3102/0013189X18777740
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Nieto, S., & Bode, P. (2012). Affirming diversity: The sociopolitical context of multicultural education (6th ed.) Boston, MA: Pearson.
Nugent, G. W., Kunz, G. M., Sheridan, S. M., Glover, T. A., & Knoch, L. L. (Eds.). (2017). Rural education research in the United States: State of the science and emerging directions. Heidelberg, Switzerland: Springer. https://doi.org/10.1007/978-3-319-42940-3
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Reid, J. A., Green, B., Cooper, M., Hastings, W., Lock, G., & White, S. (2010). Regenerating rural social space? Teacher education for rural—regional sustainability. Australian Journal of Education, 54(3), 262–276. https://doi.org/10.1177/000494411005400304
Reynolds, W. (2017). Forgotten places: Critical studies in rural education. New York, NY: Peter Lang. https://doi.org/10.3726/b11118
Ross, D. D., Adams, A., Bondy, E., Dana, N., Dodman, S., & Swain, C. (2011). Preparing teacher leaders: Perceptions of the impact of a cohort-based, job-embedded, blended teacher leadership program. Teaching and Teacher Education, 27(8), 1213–1222. https://doi.org/10.1016/j.tate.2011.06.005
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–31. https://doi.org/10.3102/0013189X015002004
Soto, A. G. R., Hooker, S., & Batalova, J. (2015). States and districts with the highest number and share of English language learners. Washington, DC: Migration Policy Institute.
Spring, J. (2008). The intersection of cultures: Multicultural schools and culturally relevant pedagogy in the United States and the global economy. Mahwah, NJ: Erlbaum.
Statista. (2017). Most desired areas for professional development for teachers in the United States in 2016. Retrieved from https://www.statista.com/statistics/650576/us-teachers-interest-in-area-of-professional-development/
Suárez-Orozco, C., & Suárez-Orozco, M. (2009). Educating Latino immigrant students in the twenty-first century: Principles for the Obama administration. Harvard Educational Review, 79(2), 327–340. https://doi.org/10.17763/haer.79.2.231151762p82213u
Turkan, S., de Oliveira, L., Lee, O., & Phelps, G. (2014). Proposing a knowledge base for teaching English language learners: Disciplinary linguistic knowledge. Teachers College Record, 116(3), 1-30.
U.S. Census. (2014). Levy County, Florida quickfacts. Retrieved from http://quickfacts.census.gov/qfd/states/12/12075.html
U.S. Census. (2015). Levy County, Florida quickfacts Accessed http://www.census.gov/quickfacts/table/PST045215/12075
Viadero, D. (2009). Research hones focus on ELLs. Education Week, 28(17), 22–25.
Walker, A., Shafer, J., & Iiams, M. (2004). “Not in my classroom”: Teacher attitudes towards English language learners in the mainstream classroom. NABE Journal, 2(1), 130–160.
Warren, S., Reeder, G., Noftle, J., Kaiser, G., & Jurchan-Rizzo, J. (2010). Preparing teachers to support English language learners. TESOL Journal, 1(3), 291–314. https://doi.org/10.5054/tj.2010.226826
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Azano, A. (2011). The possibility of place: One teacher’s use of place-based instruction for English students in a rural high school. Journal of Research in Rural Education, 26(10). Retrieved from http://jrre.vmhost.psu.edu/wp-content/uploads/2014/02/26-10.pdf
Azano, A. P., & Stewart, T. T. (2015). Exploring place and practicing justice: Preparing pre-service teachers for success in rural schools. Journal of Research in Rural Education, 30(9), 1-12. Retrieved from http://jrre.psu.edu/wp-content/uploads/2015/06/30-9.pdf
Burton, M., & Johnson, A. S. (2010). “Where else would we teach?”: Portraits of two teachers in the rural South. Journal of Teacher Education, 61(4), 376–386. https://doi.org/10.1177/0022487110372362
Bustamante, R. M., Brown, G., & Irby, B. J. (2010). Advocating for English language learners: U.S. teacher leadership in rural Texas schools. In K. A. Schafft & A. Youngblood Jackson (Eds.), Rural education for the twenty-first century: Identity, place, and community in a globalizing world (pp. 232–252). University Park, PA: Pennsylvania State University Press.
Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective instruction for English learners. Future of Children, 21(1), 103–127. https://doi.org/10.1353/foc.2011.0007
Capps, R., Hooker, S., Koball, H., Pedroza, J. M., Campetella, A., & Perreira, K. (2015). Implications of immigrant enforcement activities for the well-being of children in immigrant families. Washington, DC: Migration Policy Institute.
Carnoy, M., & García, E. (2017). Five key trends in U.S. student performance. Washington, DC: Economic Policy Institute.
Cicchinelli, L. F., & Beesley, A. (2017). Introduction: Current state of the science in rural education research. In G. C. Nugent, G. M. Kunz, S. M. Sheridan, T. A. Glover, & L. L. Knoche (Eds.), Rural education research in the United States (pp. 1-14). Heidelberg, Switzerland: Springer.
Coady, M. (2009). “Solamente libros importantes”: Literacy practices and ideologies of migrant farmworking families in north central Florida. In G. Li (ed.), Multicultural Families, Home Literacies and Mainstream Schooling (pp. 113-128). Charlotte, NC: New Age
Coady, M. R. (2019). Connecting school and the multilingual home: Theory and practice for rural educators. Bristol, UK: Multilingual Matters. https://doi.org/10.21832/9781788923279
Coady, M. R., Coady, T. J., & Nelson, A. (2015). Assessing the needs of immigrant, Latino families and teachers in rural settings: Building home-school partnerships. NABE Journal of Research and Practice, 6, 1-36. Retrieved from https://www2.nau.edu/nabej-p/ojs/index.php/njrp/article/view/42
Coady, M., Harper, C., & de Jong, E. J. (2011). Preservice to practice: Mainstream teacher beliefs of preparation and efficacy with English language learners in the state of Florida. Bilingual Research Journal, 34(2), 223–239. https://doi.org/10.1080/15235882.2011.597823
Coady, M., Harper, C., & de Jong, E. J. (2016). Aiming for equity: Preparing mainstream teachers for inclusion or inclusive classrooms? TESOL Quarterly, 50(2), 340–368. https://doi.org/10.1002/tesq.223
Coady, M., & Moore, C. (2010). Using Libros: The emergent bi-literacy development of Spanish-speaking children. TESOL Journal, 2, 91–108.
Creswell, J. W., & Creswell, J. W. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Thousand Oaks, CA: SAGE.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual Matters. https://doi.org/10.21832/9781853596773
de Jong, E. J., Harper, C. A., & Coady, M. R. (2013). Preparing mainstream teachers for CLD students: Enhancing the knowledge and skills that teachers of CLDs must have. Theory into Practice Journal, 52(2), 89-97. https://doi.org/10.1080/00405841.2013.770326
Education Alliance. (2017). Rural schools: Legal rationale. Retrieved from https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/policy/rural-schools
Eppley, K. (2015). “Hey, I saw your grandparents at Walmart”: Teacher education for rural schools and communities. Teacher Educator, 50(1), 67–86. https://doi.org/10.1080/08878730.2014.975061
Ernst-Slavit, G., & Poveda, D. (2011). Teacher knowledge and minority students: The potential of saberes docentes. Pedagogies: An International Journal, 6(1), 1–15. https://doi.org/10.1080/1554480X.2011.531940
Florida Department of Education. (2017). The Florida consent decree. Retrieved from http://www.fldoe.org/academics/eng-language-learners/consent-decree.stml
Gándara, P., Maxwell-Jolly, J., & Driscoll, A. (2005, April). Listening to teachers of English language learners: A survey of California teachers’ challenges, experiences, and professional development needs. Center for the Future of Teaching and Learning. Retrieved from http://www.cftl.org/centerviews/july05.html
Glover, T., Nugent, G., Chumney, F., Ihlo, T., Shapiro, E., Guard, K., . . . Bovaird, J. (2016). Investigating rural teachers’ professional development, instructional knowledge, and classroom practice. Journal of Research in Rural Education, 31(3), 1–16.
Greenwood, D. A. (2013). A critical theory of place-conscious education. In R. B. Stevenson, M. Brody, J. Dillon, & A. E. J. Wals (Eds.), International handbook of research on environmental education (pp. 93–100). New York, NY: Routledge.
Gruenewald, D. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3–12. https://doi.org/10.3102/0013189X032004003
Hansen‐Thomas, H. (2018). Rural ESL: I only have two students! In J. I. Liontas & M. DelliCarpini (Eds.), The TESOL encyclopedia of English language teaching. Hoboken, NJ: Wiley. https://doi.org/10.1002/9781118784235.eelt0880
Jeynes, W. (2003). A meta-analysis: The effects of parental involvement on minority children’s academic achievement. Education and Urban Society, 35(2), 202–218. https://doi.org/10.1177/0013124502239392
Johnson, J. D., & Zoellner, B. P. (2016). School funding and rural districts. In S. M. Williams & A. A. Grooms (Eds.), Educational opportunity in rural contexts: The rural politics of place (pp. 107–122). Charlotte, NC: Information Age.
Karabenick, S. A., & Noda, P. A. C. (2004). Professional development implications of teachers’ beliefs and attitudes toward English language learners. Bilingual Research Journal, 28(1), 55–75. https://doi.org/10.1080/15235882.2004.10162612
Katzenmeyer, M. H., & Moller, G. V. (2009). Awakening the sleeping giant: Helping teachers develop as leaders (3rd ed.). Thousand Oaks, CA: Corwin Press.
Katzenmeyer, M., & Moller, G. (2011) Understanding teacher leadership. In E. Hilty (Ed.), Teacher leadership: The “new” foundations of teacher education (pp. 5–21). New York: Lang.
Kieffer, M. J., & Thompson, K. D. (2018). Hidden progress of multilingual students on NAEP. Educational Researcher, 47(6), 391–398. https://doi.org/10.3102/0013189X18777740
League of Urban Latin American Citizens. (2017). The economic benefits of fixing our broken immigration system: Florida. Retrieved from http://lulac.org/programs/immigration/wh-TheEconomicBenefitsofFixingOurBrokenImmigrationSystem_Florida.pdf
Lucas, T., Strom, K., Bratkovich, M., & Wnuk, J. (2018). Inservice preparation of mainstream teachers of ELLs: A review of the empirical literature. Educational Forum, 82(2), 156–173. https://doi.org/10.1080/00131725.2018.1420852
McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., . . . Bullock Mann, F. (2018). The condition of education 2018 (NCES 2018-144). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubs2018/2018144.pdf
Menken, K., Kleyn, T., & Chae, N. (2012). Spotlight on “long-term English language learners”: Characteristics and prior schooling experiences of an invisible population. International Multilingual Research Journal, 6(2), 121–142. https://doi.org/10.1080/19313152.2012.665822
Mercado Maldonado, R. (2002). Los saberes docentes como construcción social: La enseñanza centrada en los niños. México, DF: Fondo de Cultura Económica.
Migration Policy Institute. (2010).
Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31, 132–141. https://doi.org/10.1080/00405849209543534
National Center for Education Statistics (NCES). (2006). The condition of education. https://nces.ed.gov/pubs2006/2006071.pdf
National Center for Education Statistics (NCES). (2018). Number and percentage of public school students participating in programs for English language learners, by state. https://nces.ed.gov/programs/digest/d17/tables/dt17_204.20.asp
Niemeyer, A. (2009). The effects of parental involvement and familismo on resilience in Hispanic adolescents (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (ATT 3391712)
Nieto, S., & Bode, P. (2012). Affirming diversity: The sociopolitical context of multicultural education (6th ed.) Boston, MA: Pearson.
Nugent, G. W., Kunz, G. M., Sheridan, S. M., Glover, T. A., & Knoch, L. L. (Eds.). (2017). Rural education research in the United States: State of the science and emerging directions. Heidelberg, Switzerland: Springer. https://doi.org/10.1007/978-3-319-42940-3
Peregoy, S. F., & Boyle O. F. (2017). Reading, writing, and learning in ESL: A resource book for K-12 teachers (7th ed.). White Plains, NY: Longman.
Reagan, E. M., Hambacher, E., Schram, T., McCurdy, K., Lord, D., Higginbotham, T., & Fornauf, B. (2019). Place matters: Review of the literature on rural teacher education. Teaching and Teacher Education, 80, 83–93. https://doi.org/10.1016/j.tate.2018.12.005
Reid, J. A., Green, B., Cooper, M., Hastings, W., Lock, G., & White, S. (2010). Regenerating rural social space? Teacher education for rural—regional sustainability. Australian Journal of Education, 54(3), 262–276. https://doi.org/10.1177/000494411005400304
Reynolds, W. (2017). Forgotten places: Critical studies in rural education. New York, NY: Peter Lang. https://doi.org/10.3726/b11118
Ross, D. D., Adams, A., Bondy, E., Dana, N., Dodman, S., & Swain, C. (2011). Preparing teacher leaders: Perceptions of the impact of a cohort-based, job-embedded, blended teacher leadership program. Teaching and Teacher Education, 27(8), 1213–1222. https://doi.org/10.1016/j.tate.2011.06.005
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–31. https://doi.org/10.3102/0013189X015002004
Soto, A. G. R., Hooker, S., & Batalova, J. (2015). States and districts with the highest number and share of English language learners. Washington, DC: Migration Policy Institute.
Spring, J. (2008). The intersection of cultures: Multicultural schools and culturally relevant pedagogy in the United States and the global economy. Mahwah, NJ: Erlbaum.
Statista. (2017). Most desired areas for professional development for teachers in the United States in 2016. Retrieved from https://www.statista.com/statistics/650576/us-teachers-interest-in-area-of-professional-development/
Suárez-Orozco, C., & Suárez-Orozco, M. (2009). Educating Latino immigrant students in the twenty-first century: Principles for the Obama administration. Harvard Educational Review, 79(2), 327–340. https://doi.org/10.17763/haer.79.2.231151762p82213u
Turkan, S., de Oliveira, L., Lee, O., & Phelps, G. (2014). Proposing a knowledge base for teaching English language learners: Disciplinary linguistic knowledge. Teachers College Record, 116(3), 1-30.
U.S. Census. (2014). Levy County, Florida quickfacts. Retrieved from http://quickfacts.census.gov/qfd/states/12/12075.html
U.S. Census. (2015). Levy County, Florida quickfacts Accessed http://www.census.gov/quickfacts/table/PST045215/12075
Viadero, D. (2009). Research hones focus on ELLs. Education Week, 28(17), 22–25.
Walker, A., Shafer, J., & Iiams, M. (2004). “Not in my classroom”: Teacher attitudes towards English language learners in the mainstream classroom. NABE Journal, 2(1), 130–160.
Warren, S., Reeder, G., Noftle, J., Kaiser, G., & Jurchan-Rizzo, J. (2010). Preparing teachers to support English language learners. TESOL Journal, 1(3), 291–314. https://doi.org/10.5054/tj.2010.226826
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Published
2019-06-01
How to Cite
Coady, M. R., Lopez, M. P., Marichal, N., & Heffington, D. (2019). Preparing Teacher Leaders for English Language Learners in Rural Settings. Theory & Practice in Rural Education, 9(1), 44–60. https://doi.org/10.3776/tpre.2019.v9n1p44-60
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