This chapter explores those things that hinder the implementation of effective practices of teachers working with emergent bilinguals within the educational and political landscape of ever increasing educational reform efforts. The focus is on strategies for transforming elements of these teachers’ experiences into effective and sustainable practices. Research was conducted in bilingual and immersion elementary classrooms (Spanish-English) in public schools in a city in the southwestern United States. The research question that guided the study was How can the Goal Spiral – a structured plan designed for teachers to incorporate personal and professional goals into their daily teaching – change teachers’ views of their teaching and simultaneously meet the needs of emergent bilingual students Research was conducted using a mixed methods study of interviews and an analysis of teachers’ responses to research survey questions. Research focused on pedagogical practices, as well as teachers’ energy and professional well-being and their effects on emergent bilingual students. Implications for teacher education programs and mentoring of in-service bilingual teachers were identified and discussed.
Wink, D. (2015), "Freedom within Structure: Practices for Teacher Sustainability, Efficacy, and Emergent Bilingual Student Success", Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals (Advances in Research on Teaching, Vol. 24), Emerald Group Publishing Limited, Leeds, pp. 127-148. https://doi.org/10.1108/S1479-368720150000024006
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