The document discusses the need for collaborative instructional models in teacher education programs to support educators in preparing teacher candidates for working with English Language Learners (ELLs). It highlights faculty perspectives, the lack of training for mainstream teachers, and proposes an 'infusion model' to effectively integrate ESOL content into the curriculum. Ongoing professional development and collaboration are emphasized as key factors to change attitudes and enhance educational practices for supporting language-minority students.

1. MATSOL
May 8, 2014
BEYOND RETELL: FOSTERING
COLLABORATION IN TEACHER
EDUCATION PROGRAMS
MELANIE GONZALEZ
JULIE WHITLOW
SALEM STATE UNIVERSITY

2.  Attitudes and perspectives of teacher educators and
contributing factors
 Need for a collaborative instructional model approach to
preparing teacher candidates to work with ELLs
 Methods of providing continuing leadership and support for
content-area faculty teacher educators in infusion techniques
 Frameworks for generating professional development
opportunities for teacher educators to learn more about
building their candidates' ESOL knowledge base
 Discuss how other institutions are implementing professional
development.
DISCUSSION OUTLINE

3. WHAT DO TEACHERS NEED?
Positive
attitudes
Knowledge
of SLA
processes
Support
from admini-
stration
“They are all gang-
bangers.” (Markos,
2012)
“Many don't seem to
value education as a
way to make progress
in this society.”
“It’s just good
teaching.”
“programs
mandated by
the state and
federal
government
often run afoul
of agreements
with the
teachers’
union.”

4. DESE Survey of ELL-Dedicated Courses in
Massachusetts Educator Preparation Programs 2012
SSU 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% have NEVER attended a session at a conference
or workshop on working with ELLs
ARE WE PREPARED?

5.  Tensions I have are…
“Time to cover strategies in our current methods (in all courses)
without adding more required courses. Training needed - we
have unwieldy rubrics that we now have to add language
objectives too.”
 This is a problem for me because…
“My students are already overwhelmed.”
 One way to balance this tension…
“Is to possibly through sharing and integrating SEI + ESL
training across all EDU minor courses in sec. ed. minor
programs. More training funded for all education faculty.”
RESPONSES FROM FACULTY SURVEY

6.  A tension that I have is…
“We are just beginners in learning about SEI.”
 This is a problem for me because…
“I want to know more than my students.”
 One way to balance this tension…
“Is to learn more and take small steps.”
RESPONSE FROM FACULTY SURVEY

7. Growing number of language-minority speakers
Lack of training for mainstream classroom teachers
Immigrant settlement in less populated areas
overwhelming schools and teachers
Federal legislation holding schools and teachers
accountable for the academic achievement of ELLs –
possible backlash against the very students the
legislation is supposed to help (Walker et. al., 2004).
FACTORS AFFECTING
TEACHER ATTITUDES

8. Ongoing professional development
Ongoing discussions
Ongoing infusion of ESOL content into other courses
Master SLA/linguistics content
Start paying attention to language
Change of attitudes from deficit to opportunity
WHAT WE NEED

9. Develop an “infusion model”
 Reduces the number of required ESOL courses for
students
 Incorporates content from ESOL courses into other
classes and field experiences
 Make ESOL content an INTEGRAL part of ALL curriculum
and instruction (Nutta & Stoddard, 2004)
Systemic functional linguistics approach
 Focuses on the language component (semantic,
lexicogrammar, phonological)
 Explain language variation across content
 Work with ESL faculty to perform discourse analysis
 Language objectives (WIDA, CCSS, SIOP)
RECOMMENDED MODELS

10. 1
Foundations
2
Science, mathematics,
geography
3
Language Arts, Elementary
INFUSION
The One Plus Model (Nutta, Mokhtari, & Strebel, 2012)
Focus on the
learner/class
contexts
1+ assignment
Focus on
curriculum/assessment
in content
2+ assignments
Focus on literacy
development
3+ assignments

11. LANGUAGE
OBJECTIVE
Field
(what)
Mode
(how)
Tenor
(who)
SFL

12. Will need:
Time
Energy
Trust
Focus
Negotiation
Conflict
Attitude
Administrative model
PD opportunities
Collaboration
CAN WE DEVELOP A TRUE INFUSION/SFL
MODEL IN COURSES?

13. Summer syllabus workshops
Presentations and workshops on SEI strategies
Delivery of SEI course content through Faculty
Learning Community
Guest speakers
PD INITIATIVES FOR FACULTY AT SSU
FUNDED BY PROJECT SAEL

14. Book Club
Brown Bag Lunches
Inter-departmental presence of ESL faculty
Support for adjuncts
Administrative support and oversight
Classroom observations
Peer mentoring
NON-FUNDED/LOW-COST INITIATIVES

15. University faculty not trained in TESOL can be
unprepared to infuse SEI/ESL content
Early childhood providers are not well-versed on
the models
K – 12 content teachers are overwhelmed
ESOL Faculty/Teachers can’t do it all
CHALLENGES
How can we support each other?

16. Turn & Talk:
What are the successes you’ve experienced at your
institutions in implementing the mandates of
RETELL?
What are the challenges you face?
How can we foster an attitude of shared
responsibility and collaboration in order to sustain
RETELL initiatives?
DISCUSSION

17. CONTACT INFORMATION
Melanie Gonzalez, mgonzalez@salemstate.edu
Julie Whitlow, cwhitlow@salemstate.edu
17