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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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教師研修としての授業観察に対する 現職日本語教師集団の目的意識 : 日本語学校の常勤及び非常勤集団へのインタビュー調査の質的分析 / 野瀬由季子, 大山牧子, 大谷晋也 ; [Nose Yukiko, Oyama Makiko, Otani Shinya]
// 日本語教育[Japanese language education] 176, 8.2020 Japan : 日本語教育学会, 2020p. 48-63 There is an urgent need to develop self-directed Japanese language teachers by engaging them in reflective
practice. In response to this need, classroom observation has been recommended as a method of teacher development
（Okazaki & Okazaki, 1997）. Aiming to support the practice of classroom observation, this paper attempts to
investigate how teachers, both observers and observees, perceive the purpose of classroom observation carried out as
part of a teacher training program at a Japanese language school in Japan. Semi-structured interviews were conducted
with six teachers（three full-time and three part-time）. Interview transcripts were analyzed qualitatively using SCAT
（Otani, 2019）and a framework proposed by the authors consisting of three orientation types: assessment,
open-practice, and reflectionsharing. The result indicates that each teacher has a specific orientation toward
classroom observation activities. Nevertheless, they may occasionally show signs of inclination toward a different
orientation type at the same time or gradually change their major orientation. Consequently, the current study has
significant implications for the importance of designing activities that take into account the role of Japanese language
teachers and their relationship with each other.
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