using flcs to extend esl content beyond the sei classroom
TRANSCRIPT
Using FLCs to Extend ESL Content Beyond the SEI Classroom
Melanie Gonzalez
Julie WhitlowMillene Alves
MACTEOctober 30, 2015
The Reality“At the turn of the century, nearly every teacher in U.S. schools could expect to have English Learners (ELs) in her class. With the number of ELs predicted to double by the year 2050, it is more than likely that every teacher will have ELs in her classroom at some time” (Meskill, 2005, p. 740).
We are all teachers of ELs
States are now realizing that all teachers need to be teachers of ELs at some level. University teacher preparation programs need to be able to respond quickly and comprehensively.
What teacher candidates need to know
Language: the nature of language and its relation to society and culture;
Acquisition: the processes of first language (L1) and L2, including best instructional strategies and accommodations;
Culture: cross-cultural issues in schooling; Regulations: roles and responsibilities of schools and
school personnel regarding EL children; and Communication: methods for communicating
effectively with school personnel and parents regarding EL children (Meskill, 2005)
How do we get them there?
Teacher preparation program curricular options: EL-dedicated (stand-alone) courses; Professional development (through schools; events);
and EL infusion (ESL content woven into many or all
teacher preparation courses)
EL-dedicated courses in
Massachusetts
MA mandates via the RETELL initiative that all PreK-12 licensure students to take a course in the foundations of teaching English as a Second Language Sheltered English Instruction (SEI) course
Salem State University has been offering two SEI courses since 2013. Our undergraduate SEI course is for pre-service teachers and our graduate course is for those in graduate licensure programs. Many of these are already content-area teachers.
Survey of EL-Dedicated Courses in Massachusetts Educator Preparation Programs 2012: Response from 38 out of 89 programs (43% survey
response rate) Only 11 (29%) programs offer EL-dedicated courses 71% (27 programs) do not offer EL-dedicated courses
Most courses are only partially EL-dedicated 85% reported spending less than 25% of course
time on ELL-dedicated content
Are we prepared?
SSU 2014 Survey:Of 20 full-time faculty in the Education Unit who attended 2-day workshop on SEI: 88% reported having had NO prior formal coursework
in TESOL/ESL issues 55% had never attended a session at a conference or
workshop on working with ELs
Challenges
University faculty not trained in TESOL can be unprepared to add SEI/ESL content to their courses
Early childhood providers are not well-versed on the models
K – 12 content teachers are overwhelmed ESOL faculty/teachers feel pressure to “cover it all” in
one course
Develop an “infusion model” Reduces the number of required ESL-dedicated courses
for students; Incorporates content from ESL-dedicated courses into
other classes and field experiences; and Makes ESL content an INTEGRAL part of ALL curriculum
and instruction (Nutta & Stoddard, 2004).Published ESL Infusion initiatives: Ontario Institute in Education (ESL content woven into
teacher preparation curricula); Boston College (Faculty Institute Sessions); University at Albany (“push-in” model); Miami University (ESL content woven into teacher
preparation curricula); and All Florida state-approved teacher preparation programs
(ESL content woven into teacher preparation curricula).
Infusion
Infusion
1Foundations
2Science, mathematics,
geography
3Language Arts, Elementary
Figure 1. The One Plus Model (Nutta, Mokhtari, & Strebel, 2012)
Focus on curriculum/assessm
ent in content 2+ assignments
Focus on the learner/class
contexts1+
assignment
Focus on literacy development
3+ assignments
Can we develop a true EL-infusion model in courses?
Will need:
Time Energy Trust Focus Negotiation
Unfortunately, the answer is not in its pure form.
Attitude Administrative model PD opportunities Collaboration
PD initiatives for faculty at SSU
Summer syllabus workshops Presentations and workshops on SEI strategies Delivery of ESL/SEI content through Faculty Learning
Communities Guest speakers
One solution: FLCs
Faculty Learning Communities (FLCs) Definition: “a group of trans-disciplinary faculty,
graduate students and professional staff group of size 6-15 engaging in an active, collaborative, yearlong program with a curriculum about enhancing teaching and learning and with frequent seminars” (Miami University of Ohio, 2009)
At Salem State: Modified FLC format funded by Project SAEL NPD grant
over the course of the Spring and Summer 2015 terms Each FLC had an ESL specialist as a member and
resource No more than six members per FLC; had to apply
Present study: Participants (n=13)
Rank
Years in Teacher
Prep Program
Areas of Expertise
Experience with ESL Content
Asst. Prof. = 7Assc. Prof = 4Full Prof. = 2
M = 7.8Min. = 2Max. = 20
English; History; Literacy, Theater/Comm.; Curriculum/Assessment; Early Childhood; Elementary; SPED; ESOL
Range 0-10 years
(3 participants reported teaching ELLs full-time in the past)Table 1. Participants (n=13)
Present study:Methods
Qualitative case study analysis
Data collected: Pre-surveys Session exit surveys Post-surveys FLC reports FLC participant-generated products
Open coding of written survey responses
Present study: Pre-survey results
Pre-Surveys Looking forward to: collaboration with colleagues;
“getting to know” colleagues outside of departmental work; sharing ideas
Interested in FLC: fellow participants, topic, timing, stipend
Topics wished to discuss: WIDA; SEI best practices (e.g., language objectives); differentiation; assessment
Anticipated outcomes for research and teaching: None were anticipating incorporating into their research, but all saw direct application to their courses
Support from ESL specialist: only 2 responses related to resources for courses
Present study: Exit survey results
Exit Surveys (3 x’s) Most relevant to teaching: difference between “just
good teaching” and “teaching ESL” practices; finding content ready to use in courses; knowing more about the SEI course
Least relevant to teaching: very few answered this question – most answered “nothing”; didn’t like strategy-based book
Successful aspects of FLC format: collaboration; co-construction of knowledge; brainstorming teaching ideas; “the people”
Least successful aspects of FLC format: reading large chunks of text and summarizing for others; choice of texts; time constraints; scheduling (Spring FLC only)
Present study: Post-survey results
Post-Surveys Valued from FLC: collaboration with colleagues;
dialoguing with colleagues; Spring FLC liked “jigsawing” to create instructional materials that incorporated SEI practices; work with ESL specialist; common line of inquiry
Will incorporate into research: 4 of the 13 participants planned to incorporate ESL-related content into their research
Will incorporate into teaching: 13 /13 participants planning to use FLC content in courses (lesson planning “flags”; language objectives; WIDA; products from FLC; build in explicit EL-focused content into syllabi)
Suggestions: Fewer texts; model videos/text/lesson plans; FLC reconvene once a semester to check-in; summer run (Spring FLC)
Effective aspects of FLC: summer run (2 Summer FLCs); stipend; use of Padlet; having an ESL specialist as a member of the FLC
Present Study: Products & artifacts Padlet
Student Readings
New Unit Plan
Template
Differentiated
Assignment ExamplesNew
course in Early
Childhood
Present study: Discussion & implications of using FLCs for EL-infusion purposes
Set goals, desired outcomes, and mode of inquiry for FLC.Faculty appreciate the opportunity to discuss pedagogy. “I felt like we could discuss both content AND the structures
that would support that content, which is rare.” “I rarely/never have a chance to talk about instructional
strategies and philosophies with them! “Having an ESL specialist is critical to ESL-focused FLC. “[redacted] as a resident/on call ESL expert served the
group incredibly well – without [redacted] ongoing support and guidance, I’m not sure the initiative would have stayed on track.”
FLC format works best outside of the academic year crunch and if incentives are provided. “The opportunity to work over the summer was so
important.” “I also appreciated the opportunity to set our own meeting
schedule.” “Stipend.” / “I also really appreciated the books – always
nice to have a resource I can return to for clarification or a refresher.”
Follow-up after academic semester(s).
Next steps Interview FLC participants about implementation in
their courses: successes; challenges Collect EL-focused instructional artifacts and analyze
Other non-funded/Low-cost initiatives
Book Club Brown Bag Lunches Inter-departmental presence of ESL faculty Support for adjuncts Administrative support and oversight Classroom observations Peer mentoring
DiscussionTurn & Talk: What are the successes you’ve experienced at your
institutions in implementing the mandates of RETELL? What are your experiences with FLCs? What are the challenges you face with FLCs?
Resources
Meskill, C. (2005). Infusing English language learner issues throughout professional educator curricula: The training all teachers project. Teacher’s College Record, 107(4), 739-756.
Miami University of Ohio. (2009). Website for developing faculty and professional learning communities (FLCs): Communities of practice in higher education. Retrieved from http://www.units.miamioh.edu/flc/index.php
Nutta, J., Mokhtari, K., & Strebel, C. (2012). Preparing every teacher to reach English learners. Cambridge, MA: Harvard Education Press.
Padlet. (n.d.). Padlet. Retrieved from http://padlet.com/
