NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ911523
Record Type: Journal
Publication Date: 2011-Feb
Pages: 23
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1354-0602
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
Hutchinson, Mary; Hadjioannou, Xenia
Teachers and Teaching: Theory and Practice, v17 n1 p91-113 Feb 2011
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. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania