Better serving the needs of limited English proficient (LEP) students in the mainstream classroom

Examining the impact of an inquiry-based hybrid professional development program

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

In this study, the authors examine the impact of an English as a second language (ESL) professional development offering designed to meet this challenge: the Modular Design for English Language Learners (MODELL) instruction program. The authors were part of a team of faculty that designed and developed this hybrid professional development program to support classroom teachers challenged with assessing and addressing the educational needs of limited English proficient (LEP) students. The authors theorize that observing and describing the trajectory and complexities of the professional development process might offer significant insights for teacher educators regarding ways to prepare teachers for working in culturally and linguistically diverse classrooms. What was discovered through this study was that the teachers learned a lot about themselves and what they were capable of doing in the classroom; they learned that their peers struggled with similar issues and that out of this camaraderie, a solid support network could be established; and they learned that the multicultural classroom environment could be an asset to teaching and learning.

Original languageEnglish (US)
Pages (from-to)91-113
Number of pages23
JournalTeachers and Teaching: Theory and Practice
Volume17
Issue number1
DOIs
StatePublished - Feb 1 2011

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classroom
teacher
student
language instruction
English language
assets
educator
Professional Development
Teaching
language
learning
English Language Learners
Trajectory
Peers
Educators
Education
English as a Second Language

All Science Journal Classification (ASJC) codes

  • Education
  • Arts and Humanities (miscellaneous)

Cite this

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