Matching Items (5)
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- All Subjects: Bilingual Education
- All Subjects: Dual Language Education
- All Subjects: Professional Development
- Creators: Jimenez-Silva, Margarita
Description
The purpose of this study was to explore and report on the impact of coaching as an embedded part of professional development has on teacher learning and practice in the context of educating English Language Learners (ELLs). A close examination was made of what teachers, coaches and principals believe to be effective professional development and how the relationship between a coach and teacher affects understanding of and classroom practice with a specific population of students. The research questions were (a) How can coaching support implementation of professional development goals over traditional development activities as reported by the teacher, coach and administrator? (b) What is the relationship between the coach and teacher? (c) How does the coaching process relate to self- reported coach and teacher knowledge of instruction and practice in the ELL context? I used a qualitative approach to gather data through classroom observations and in-depth interviews. The 17 participants came from Title 1 elementary schools with high ELL populations located in the central and west valley of Phoenix, Arizona. I analyzed the data deductively then coded and categorized participant responses in relation to the literature on professional development and coaching. The findings indicated that those involved perceived embedded coaching as an effective component of professional development. What I have now termed based on my study as Professional Development Praxis (PPD). They agreed that with a structured system of coaching in place, both teachers and coaches increased their knowledge of how to best instruct ELLs as well as enhanced their ability to put research-based strategies into classroom practice. The recommendation of this study is that districts, schools and professional developers provide training and support for educators in a meaningful, effective and student centered way. Professional development were educators are provided knowledge about ELLs, opportunities for practice of what they are learning in and out of training sessions and on-going collaboration and support as they work with their students. It is the job of everyone involved in the system to better prepare educators to meet the critical needs of students who come to school with specific linguistic and academic needs.
ContributorsCastillo, Melissa J (Author) / Garcia, Eugene (Thesis advisor) / Arias, Beatriz (Committee member) / Jimenez-Silva, Margarita (Committee member) / Arizona State University (Publisher)
Created2012
Description
This multilevel, institutional case study used ethnographic methods to explore the intersections of local language policies and emergent bilingual students’ identities in dual language and structured English immersion (SEI) classrooms at one urban elementary school. Using a sociocultural policy approach as means to explore the ways that educational language policies are appropriated and practiced in schools and classrooms and an intersectional literacy identity framework, I engaged in a multilevel qualitative analysis of one school, two fifth-grade classrooms, and four focal emergent bilingual students. At the school and classroom levels, I sought to understand the ways educators practiced and enacted language policies as well as how they conceptualized (bi)literacy for emergent bilingual students. At the student level, I engaged in identity-text writing sessions designed around student interests yet aligned with the opinion/argumentation writing style the students were working on in class at the time of data collection. Additionally, I conducted one-on-one interviews with the participants at each level of analysis (i.e. school-level, classroom-level, and student-level). The primary data analysis sources included participant interviews, classroom observations, and student identity-text artifacts.
Findings highlight the dynamic in-school and classroom-level realities of emergent bilingual students in an Arizona educational-language policy context. Specifically, at the school level, there was an ongoing tension between compliance and resistance to state-mandated policies for emergent bilingual students. At the school and classroom levels, there were distinct differences in the ways students across the two classrooms were positioned within the larger school environment as well as variation surrounding how language and culture were positioned as a resource in each classroom context. The role of teachers as language policymakers is also explored through the findings. Analysis of student texts revealed the centrality of intersectional student identities throughout the writing processes. The discussion and conclusions more broadly address implications for educational practice, policy, and future research directions.
Findings highlight the dynamic in-school and classroom-level realities of emergent bilingual students in an Arizona educational-language policy context. Specifically, at the school level, there was an ongoing tension between compliance and resistance to state-mandated policies for emergent bilingual students. At the school and classroom levels, there were distinct differences in the ways students across the two classrooms were positioned within the larger school environment as well as variation surrounding how language and culture were positioned as a resource in each classroom context. The role of teachers as language policymakers is also explored through the findings. Analysis of student texts revealed the centrality of intersectional student identities throughout the writing processes. The discussion and conclusions more broadly address implications for educational practice, policy, and future research directions.
ContributorsBaca, Evelyn Concepción (Author) / Jimenez-Silva, Margarita (Thesis advisor) / Artiles, Alfredo (Committee member) / Beardsley, Audrey (Committee member) / Casanova, Saskias (Committee member) / Arizona State University (Publisher)
Created2018
Description
The Bilingual Education/English as a Second Language (BLE/ESL) program provides future educators with the foundation to teach in culturally and linguistically diverse classrooms. We collected data on the preparedness, belief of language, and personal/educational experiences of selected Spring 2015 BLE/ESL graduates. We explored and analyzed the effectiveness of the teacher preparation program and possible areas of improvement. The implications of this research will support future BLE/ESL students by offering suggestions on individual actions, instructional practices, and programmatic changes.
ContributorsFranco, Monique (Co-author) / Sanchez-Hernandez, Nayely (Co-author) / Jimenez-Silva, Margarita (Thesis director) / De La Cruz, Yolanda (Committee member) / Messner, Kyle (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor) / School of International Letters and Cultures (Contributor)
Created2015-05
Description
This thesis examines heritage language learning and loss, and revitalization. It stems from my initial interests in Indigenous language revitalization and sustainment, bilingual education, and specifically dual language education in the United States. In this thesis, I describe my inquiry journey through narratives of the significant experiences and people I met and the scholarship I engaged in, particularly through visiting Keres Children’s Learning Center at Cochiti Pueblo, New Mexico, and attending the La Cosecha Dual Language Education conference in Santa Fe, New Mexico. In these narratives, I also reflect on what I have learned, how I was personally impacted by what I was learning and my thoughts and ideas about particular issues. These narratives helped me gain a deeper understanding of and expand my knowledge of heritage learning, bilingual education, dual language education and critical issues of language development and promotion (or non-promotion) in our country’s schools and families. Equally important is the knowledge I gained about dual language pedagogy and its critical importance to language revitalization programs serving Indigenous children, and their families and communities. I begin my thesis with a review of literature followed by a description of my methods and then move on to my narratives of significant learning moments, chronologically, and then summarize my key findings. I end with, ironically yet crucially with the most important lesson I learned through my inquiry journey—an understanding of my linguistic self.
This thesis examines the questions of
1. To become a Dual Language Education expert, researcher, or scholar, what does it take?
2. In what ways can a non-Native help Indigenous communities engaged in indigenous language revitalization and sustainment (ILRS)? What would they need to learn or know?
Some significant findings of my thesis work include
1. The strength, versatility, and challenges of the dual language education model in a national context
2. Culturally-sustaining pedagogy and strategies for adapting lessons to local culture
3. The centrality of tribal sovereignty and tribal control over the Indigenous language in order to grow and maintain an IRLS effort
4. Ways in which a non-Native can help an ILRS initiative
5. Respect for native communities’ right to say no to research
This thesis examines the questions of
1. To become a Dual Language Education expert, researcher, or scholar, what does it take?
2. In what ways can a non-Native help Indigenous communities engaged in indigenous language revitalization and sustainment (ILRS)? What would they need to learn or know?
Some significant findings of my thesis work include
1. The strength, versatility, and challenges of the dual language education model in a national context
2. Culturally-sustaining pedagogy and strategies for adapting lessons to local culture
3. The centrality of tribal sovereignty and tribal control over the Indigenous language in order to grow and maintain an IRLS effort
4. Ways in which a non-Native can help an ILRS initiative
5. Respect for native communities’ right to say no to research
ContributorsWelsh, Jacqueline Rose (Author) / Romero-Little, Eunice (Thesis director) / Tidwell, Jacqueline Hettel (Committee member) / School of International Letters and Cultures (Contributor) / W. P. Carey School of Business (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
This study explored the effects of a science, technology, engineering, math, and social studies (STEMSS) professional development (PD) on teachers of language learners’ (TLLs) knowledge, skills, and self-efficacy in teaching content and language in tandem in their classrooms. With the growing population of English learners (ELs) in today’s classrooms, it is essential TLLs have the skills to support language development while teaching content. This study investigated a face-to-face PD that developed skills in supporting ELs’ academic vocabulary development using strategies in content lessons.
This research drew upon Shulman’s (2013) Knowledge Growth in Teaching Framework by looking at content, pedagogical, and curricular knowledge with the PD building knowledge and skills in addressing these areas of knowledge through the strategies. In addition, this research drew upon Lucas and Villegas’ (2013) Linguistically Responsive Teacher Education Model that addressed how teachers gain knowledge, skills, and self-efficacy to change pedagogical practices.
Title I Kindergarten through high school TLLs voluntarily participated in the PD. A mixed methods approach was used. Quantitative data was collected using a pre, post, and maintenance survey and qualitative data was collected through a lesson analysis, fall and spring observations, snapshot surveys, and focus groups.
Results suggested that the STEMSS PD increased knowledge, skills, and self-efficacy in teaching ELs content and language using strategies that support academic vocabulary. The qualitative data supported the survey results in the increase of knowledge and skills immediately following the PD and increased self-efficacy a year following the PD. The results also suggested that the strategies supported through PD, lesson development, and time to implement may better address the needs of TLLs in the classroom.
This research drew upon Shulman’s (2013) Knowledge Growth in Teaching Framework by looking at content, pedagogical, and curricular knowledge with the PD building knowledge and skills in addressing these areas of knowledge through the strategies. In addition, this research drew upon Lucas and Villegas’ (2013) Linguistically Responsive Teacher Education Model that addressed how teachers gain knowledge, skills, and self-efficacy to change pedagogical practices.
Title I Kindergarten through high school TLLs voluntarily participated in the PD. A mixed methods approach was used. Quantitative data was collected using a pre, post, and maintenance survey and qualitative data was collected through a lesson analysis, fall and spring observations, snapshot surveys, and focus groups.
Results suggested that the STEMSS PD increased knowledge, skills, and self-efficacy in teaching ELs content and language using strategies that support academic vocabulary. The qualitative data supported the survey results in the increase of knowledge and skills immediately following the PD and increased self-efficacy a year following the PD. The results also suggested that the strategies supported through PD, lesson development, and time to implement may better address the needs of TLLs in the classroom.
ContributorsGuerrero, Karen Ann Linsley (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Jimenez-Silva, Margarita (Committee member) / Lambson, Dawn (Committee member) / Arizona State University (Publisher)
Created2020