In recent years, the benefits of bilingualism through dual language (DL) education models have be... more In recent years, the benefits of bilingualism through dual language (DL) education models have been well documented. Despite evidence of bilinguals’ heightened cognition and achievement, Midwestern English language learners (ELLs) are relegated to language programs that do nothing to enhance or maintain students’ native language. This descriptive study employed a survey to collect data on existing DL programs across the state of Illinois (the largest population of ELLs in the Midwest), to better understand the challenges facing DL educators and administrators in the nation’s middle. Data suggests the predominant obstacle encountered by school administrators is a lack of qualified DL educators, including an inadequate knowledge of dual language pedagogy and/or limited academic language biliteracy. Dual language program expansion across the Midwest can only continue if the teacher shortage and development needs are addressed. This study presents recommendations for DL teacher preparat...
Helping teachers effectively navigate the open dance floor between themselves and their Latino st... more Helping teachers effectively navigate the open dance floor between themselves and their Latino students is the main objective of this work. The text guides teachers - both pre-service and current teachers - through thoughtful experiences and personal essays that reveal new perspectives. 86% of classroom teachers are white, middle-class females, unfamiliar with the Latino experience and culturally unprepared to engage students and their families. Our presenters will lead a dialogue that explores cultural missteps that hinder the academic achievement of Latinos, and examine ways to address a widening achievement gap
The racial, cultural, ethnic, and linguistic demographics in the United States have dramatically ... more The racial, cultural, ethnic, and linguistic demographics in the United States have dramatically shifted in the past 20 years, becoming more diverse. Latinos are the largest, fastest growing racial-ethnic group in U.S. classroooms (Humes, Jones, & Ramirez, 2011), and by 2050, Latino student enrollment will represent the largest group in K-12 education (Fry & Gonzales. 2008). As population demographics in the nation and U.S. classrooms become increasingly diverse, school leaders and administrators are responsible for establishing policies, developing teachers, and demonstrating values that support the achievement of all students (Austin, Brown, & Forde, 2006). In culturally responsive institutions, students\u27 cultural and linguistic differences that have been historicaly perceived as liabilities are instead perceived as strengths and utilized to promote student achievement. In this chapter, we examine research-based and culturally responsive literacy practices (CRLPs) that target the academic development of multicultural and multilingual students. We assess to what degree current observation instruments capture CRLPs, and present a new supervision tool for administrators to use in supporting and extending teachers\u27 use of culturally responsive instructional practices to enhance the achievement of all students
Students benefit from culturally responsive teaching (CRT). CRT is central to dual language (DL) ... more Students benefit from culturally responsive teaching (CRT). CRT is central to dual language (DL) education-an additive approach that is effective for educating emergent bilinguals and closing the achievement gap. Students' achievements in DL education models are higher than in any other type of language learning pedagogy-ESL, Bilingual and Monolingual. The purpose of this research was to identify the CRT practices that are employed in DL classrooms; so that teachers in other educational settings (i.e. mainstream, ESL, bilingual) might implement similar practices and improve their effectiveness with diverse students. Using survey responses from Dual Language teachers (N = 151), this study examined the intersection of CRT practices and DL teachers self-reported practice. This empirical study reveals that three out of the eight features of Gay's CRT framework were present in DL teachers' practices: validating, multidimensional, and empowering. DL teachers validate students' experience through speaking affirmations, offering texts that represent and reflect students' culture, differentiating instruction, and providing cooperative learning experiences for students. The CRT practices that are multidimensional involve establishing a welcoming and safe climate and including performance assessment to authentically evaluate students' learning. Finally, DL teachers empower their students by offering instruction that facilitates independence in learning. These study findings provide a unique window into DL teacher practice, which can be leveraged by administrators and mainstream teachers to improve the achievement of diverse learners in every classroom.
Because of poverty, many children do not receive adequate prenatal care, nutrition, or early chil... more Because of poverty, many children do not receive adequate prenatal care, nutrition, or early childhood education. These inequities combine to ensure that many students enter school with considerably less academic content knowledge and skills for learning than their peers. Teachers and schools did not create these gaps, but they must address them. The impact of schools in reducing gaps has been explored for decades only to yield inconsistent findings. One possible reason for these contradictory results is because these studies ignore classroom process. We argue for the inclusion of process in research on opportunity and achievement gaps to better articulate if schools provide inequitable learning opportunities. Further, we argue for dyadic (teacher to individual student) measurement of classroom process because commonly-used observation instruments only measure teachers’ interactions with the whole class. These instruments obscure differential teacher treatment that may exist in some...
In recent years, the benefits of bilingualism through dual language (DL) education models have be... more In recent years, the benefits of bilingualism through dual language (DL) education models have been well documented. Despite evidence of bilinguals' heightened cognition and achievement, Midwestern English language learners (ELLs) are relegated to language programs that do nothing to enhance or maintain students' native language. This descriptive study employed a survey to collect data on existing DL programs across the state of Illinois (the largest population of ELLs in the Midwest), to better understand the challenges facing DL educators and administrators in the nation's middle. Data suggests the predominant obstacle encountered by school administrators is a lack of qualified DL educators, including an inadequate knowledge of dual language pedagogy and/or limited academic language biliteracy. Dual language program expansion across the Midwest can only continue if the teacher shortage and development needs are addressed. This study presents recommendations for DL teacher preparation and professional development.
ABSTRACT Beliefs serve as an adaptation that helps teachers organize their teaching world. Little... more ABSTRACT Beliefs serve as an adaptation that helps teachers organize their teaching world. Little is known, however, about how beliefs change and serve to help retain and sustain teachers, particularly for beginning teachers who are most likely to leave teaching. This study explores teachers' beliefs about students in the US (N = 67) and if these beliefs change during the first five years of teaching. Results indicate that teachers hold beliefs about students that capture pride and participation. Over time, these beliefs become more positive. Implications for teacher education and policy are discussed.
This study examines the perceived struggles and successes of beginning, mid-career, and veteran t... more This study examines the perceived struggles and successes of beginning, mid-career, and veteran teachers (N = 75). Using qualitative analysis of a cross-sectional sample, findings suggest that teachers’ descriptions of successes became increasingly more complex across the three career phases, shifting from a focus on teaching to students. Teachers’ understandings of their struggles were less complex than their successes, and beginning teachers were slightly more skillful in reflecting on their struggles than their more experienced peers. Few teachers noted the interconnectedness of teaching practices and student outcomes. These findings have important implications for teacher education and induction and mentoring programs.
In recent years, the benefits of bilingualism through dual language (DL) education models have be... more In recent years, the benefits of bilingualism through dual language (DL) education models have been well documented. Despite evidence of bilinguals’ heightened cognition and achievement, Midwestern English language learners (ELLs) are relegated to language programs that do nothing to enhance or maintain students’ native language. This descriptive study employed a survey to collect data on existing DL programs across the state of Illinois (the largest population of ELLs in the Midwest), to better understand the challenges facing DL educators and administrators in the nation’s middle. Data suggests the predominant obstacle encountered by school administrators is a lack of qualified DL educators, including an inadequate knowledge of dual language pedagogy and/or limited academic language biliteracy. Dual language program expansion across the Midwest can only continue if the teacher shortage and development needs are addressed. This study presents recommendations for DL teacher preparat...
Helping teachers effectively navigate the open dance floor between themselves and their Latino st... more Helping teachers effectively navigate the open dance floor between themselves and their Latino students is the main objective of this work. The text guides teachers - both pre-service and current teachers - through thoughtful experiences and personal essays that reveal new perspectives. 86% of classroom teachers are white, middle-class females, unfamiliar with the Latino experience and culturally unprepared to engage students and their families. Our presenters will lead a dialogue that explores cultural missteps that hinder the academic achievement of Latinos, and examine ways to address a widening achievement gap
The racial, cultural, ethnic, and linguistic demographics in the United States have dramatically ... more The racial, cultural, ethnic, and linguistic demographics in the United States have dramatically shifted in the past 20 years, becoming more diverse. Latinos are the largest, fastest growing racial-ethnic group in U.S. classroooms (Humes, Jones, & Ramirez, 2011), and by 2050, Latino student enrollment will represent the largest group in K-12 education (Fry & Gonzales. 2008). As population demographics in the nation and U.S. classrooms become increasingly diverse, school leaders and administrators are responsible for establishing policies, developing teachers, and demonstrating values that support the achievement of all students (Austin, Brown, & Forde, 2006). In culturally responsive institutions, students\u27 cultural and linguistic differences that have been historicaly perceived as liabilities are instead perceived as strengths and utilized to promote student achievement. In this chapter, we examine research-based and culturally responsive literacy practices (CRLPs) that target the academic development of multicultural and multilingual students. We assess to what degree current observation instruments capture CRLPs, and present a new supervision tool for administrators to use in supporting and extending teachers\u27 use of culturally responsive instructional practices to enhance the achievement of all students
Students benefit from culturally responsive teaching (CRT). CRT is central to dual language (DL) ... more Students benefit from culturally responsive teaching (CRT). CRT is central to dual language (DL) education-an additive approach that is effective for educating emergent bilinguals and closing the achievement gap. Students' achievements in DL education models are higher than in any other type of language learning pedagogy-ESL, Bilingual and Monolingual. The purpose of this research was to identify the CRT practices that are employed in DL classrooms; so that teachers in other educational settings (i.e. mainstream, ESL, bilingual) might implement similar practices and improve their effectiveness with diverse students. Using survey responses from Dual Language teachers (N = 151), this study examined the intersection of CRT practices and DL teachers self-reported practice. This empirical study reveals that three out of the eight features of Gay's CRT framework were present in DL teachers' practices: validating, multidimensional, and empowering. DL teachers validate students' experience through speaking affirmations, offering texts that represent and reflect students' culture, differentiating instruction, and providing cooperative learning experiences for students. The CRT practices that are multidimensional involve establishing a welcoming and safe climate and including performance assessment to authentically evaluate students' learning. Finally, DL teachers empower their students by offering instruction that facilitates independence in learning. These study findings provide a unique window into DL teacher practice, which can be leveraged by administrators and mainstream teachers to improve the achievement of diverse learners in every classroom.
Because of poverty, many children do not receive adequate prenatal care, nutrition, or early chil... more Because of poverty, many children do not receive adequate prenatal care, nutrition, or early childhood education. These inequities combine to ensure that many students enter school with considerably less academic content knowledge and skills for learning than their peers. Teachers and schools did not create these gaps, but they must address them. The impact of schools in reducing gaps has been explored for decades only to yield inconsistent findings. One possible reason for these contradictory results is because these studies ignore classroom process. We argue for the inclusion of process in research on opportunity and achievement gaps to better articulate if schools provide inequitable learning opportunities. Further, we argue for dyadic (teacher to individual student) measurement of classroom process because commonly-used observation instruments only measure teachers’ interactions with the whole class. These instruments obscure differential teacher treatment that may exist in some...
In recent years, the benefits of bilingualism through dual language (DL) education models have be... more In recent years, the benefits of bilingualism through dual language (DL) education models have been well documented. Despite evidence of bilinguals' heightened cognition and achievement, Midwestern English language learners (ELLs) are relegated to language programs that do nothing to enhance or maintain students' native language. This descriptive study employed a survey to collect data on existing DL programs across the state of Illinois (the largest population of ELLs in the Midwest), to better understand the challenges facing DL educators and administrators in the nation's middle. Data suggests the predominant obstacle encountered by school administrators is a lack of qualified DL educators, including an inadequate knowledge of dual language pedagogy and/or limited academic language biliteracy. Dual language program expansion across the Midwest can only continue if the teacher shortage and development needs are addressed. This study presents recommendations for DL teacher preparation and professional development.
ABSTRACT Beliefs serve as an adaptation that helps teachers organize their teaching world. Little... more ABSTRACT Beliefs serve as an adaptation that helps teachers organize their teaching world. Little is known, however, about how beliefs change and serve to help retain and sustain teachers, particularly for beginning teachers who are most likely to leave teaching. This study explores teachers' beliefs about students in the US (N = 67) and if these beliefs change during the first five years of teaching. Results indicate that teachers hold beliefs about students that capture pride and participation. Over time, these beliefs become more positive. Implications for teacher education and policy are discussed.
This study examines the perceived struggles and successes of beginning, mid-career, and veteran t... more This study examines the perceived struggles and successes of beginning, mid-career, and veteran teachers (N = 75). Using qualitative analysis of a cross-sectional sample, findings suggest that teachers’ descriptions of successes became increasingly more complex across the three career phases, shifting from a focus on teaching to students. Teachers’ understandings of their struggles were less complex than their successes, and beginning teachers were slightly more skillful in reflecting on their struggles than their more experienced peers. Few teachers noted the interconnectedness of teaching practices and student outcomes. These findings have important implications for teacher education and induction and mentoring programs.
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