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Transforming Teachers’ Practice through Professional Development: Culturally Sustaining Pedagogical Changes in Support of English Language Learners

Culturally Sustaining and Revitalizing Pedagogies

ISBN: 978-1-78441-261-6, eISBN: 978-1-78441-260-9

ISSN: 1479-3687

Publication date: 5 June 2017

Abstract

Planning and implementing in-service professional development to support teachers’ pedagogical practices for English language learners (ELLs) first considers building upon existing teachers’ knowledge and understanding of practice. Teaching English Learners Academic Content (TELAC) is an in-service professional development model that provides an enriched program curriculum to urban teachers seeking to improve teaching practices for their ELLs. Through an integrative approach of learning coupled with learning experiences, practicum activities, observational feedback, and coaching, teachers initiate refinement to practice that reflect culturally sustaining pedagogy. Funded by the U.S. Department of Education, Office of English Language Acquisition/National Professional Development program, Teaching English Learners Academic Content (TELAC) (2012–2017) is a K-12 program in Arizona designed to build a cadre of teachers adept with implementation of instructional strategies that support ELL academic success. All of the participants in this in-service professional development program are K-12 teachers of English language learners, teach any grade level and subject area in urban school districts with a majority of students who are second language learners of English. Teachers’ shared common concern is the need to improve pedagogical practices for ELLs and to personally develop their knowledge and capability to change teaching practices.

Keywords

Citation

Trifiro, A.J. (2017), "Transforming Teachers’ Practice through Professional Development: Culturally Sustaining Pedagogical Changes in Support of English Language Learners", Culturally Sustaining and Revitalizing Pedagogies (Advances in Research on Teaching, Vol. 29), Emerald Publishing Limited, Bingley, pp. 269-287. https://doi.org/10.1108/S1479-368720150000029021

Publisher

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Emerald Publishing Limited

Copyright © 2017 Emerald Publishing Limited