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Language matters : developing educators’ expertise for English learners in linguistically diverse communities / Amy J. Heineke,...
// Language, Culture and Curriculum Volume 32, No 1/2019 2019p. 63-77 The population of English learners (ELs) continues to grow in schools across the United States and around the world. In this article, we share one urban university’s collaborative approach to building educational capacity for cultural and linguistic diversity through professional development efforts that brought together stakeholders from classrooms, schools, communities, and districts. This grant-funded project aimed to build educator expertise to effectively support and positively influence students’ language development and disciplinary learning. Grounded in sociocultural theory, we used an apprenticeship framework of teacher development, strategically planning and implementing collaborative capacity building efforts to foster learning across individual, interpersonal, and institutional planes. In this paper, we share the results of professional development efforts across three years of this project, drawing from observation, interview, and focus group data. Findings indicate that classroom-, school-, and district-level educators developed knowledge of discipline-specific language development, pedagogical skills for effective EL teaching and learning, and leadership abilities to positively shape institutional responses to their culturally and linguistically diverse student populations. Implications focus on fostering teacher professionalism through bottom-up development of EL-specific expertise and expanded opportunities for leadership.
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Language matters : developing educators’ expertise for English learners in linguistically diverse communities / Amy J. Heinke, Aimee Papola-Ellis.
// Language, Culture and Curriculum Vol.32, No 1/2019 UK : Taylor & Francis Group, 2019.p. 63-77 ; 26 cm.The population of English learners (ELs) continues to grow in schools across the United States and around the world. In this article, we share one urban university’s collaborative approach to building educational capacity for cultural and linguistic diversity through professional development efforts that brought together stakeholders from classrooms, schools, communities, and districts. This grant-funded project aimed to build educator expertise to effectively support and positively influence students’ language development and disciplinary learning. Grounded in sociocultural theory, we used an apprenticeship framework of teacher development, strategically planning and implementing collaborative capacity building efforts to foster learning across individual, interpersonal, and institutional planes. In this paper, we share the results of professional development efforts across three years of this project, drawing from observation, interview, and focus group data. Findings indicate that classroom-, school-, and district-level educators developed knowledge of discipline-specific language development, pedagogical skills for effective EL teaching and learning, and leadership abilities to positively shape institutional responses to their culturally and linguistically diverse student populations. Implications focus on fostering teacher professionalism through bottom-up development of EL-specific expertise and expanded opportunities for leadership.
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Parents in the playground, headscarves in the school and an inspector taken hostage: exercising agency and challenging dominant deficit discourses in a multilingual pre-school in France / Latisha Mary, Andrea Young.
// Language, Culture and Curriculum Volume 31, 2018 - Issue 3 2018p. 318-332 In France, dominant monolingual discourses and teachers’ lack of knowledge about bilingualism and second language acquisition often result in ‘French only’ policies in classrooms including in pre-school classrooms where some emergent bilingual children speak a language other than the language of schooling and very little or no French. These policies can be detrimental to emergent bilingual children's language development, identity construction and overall long-term academic success. However, teachers in multilingual classrooms also have the power to exercise their agency to support children's bilingual language development and to implement practices which empower them and their families. This paper focuses on the ways in which one pre-school teacher working with three and four year old emergent bilingual children asserted her agency in the classroom despite institutional constraints. It investigates the beliefs, experiences, aspirations and knowledge which underpinned her sense of agency, the ways in which her actions empowered the children and parents and discusses the implications of the study for initial teacher education and continuous professional development.
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