This presentation reports on a case study that investigated the Faculty Learning Community (FLC) model as a medium for infusing ESL best practices within content-area teacher licensure preparation courses. Attendees will gain ideas for establishing productive and collegial ESL-focused FLCs at other teacher preparation institutions.
Presentation at MATSOL, May 8, 2014 in Framingham, Massachusetts.
Abstract:
As a result of the RETELL Initiative, English Language Learners and their teachers are receiving much needed and deserved attention and resources in Massachusetts. We as advocates of ELLs and professionals in the field of TESOL must be proactive in ensuring that these efforts are both successful and ongoing. This presentation details ways that teacher education programs, teachers, and districts can help initiate, renew, and sustain the efforts started through the RETELL initiative. First, we discuss ways to encourage infusion of ESOL related content into the general curriculum. Next, we offer methods of providing continuing leadership and support for content-area faculty members in infusion techniques. Lastly, provide a framework for generating professional development opportunities for teacher educators to learn more about building their candidates' ESOL knowledge base. Attendees will leave this presentation with ideas on how to motivate dialogue and foster collaboration with content area faculty in order to better prepare teacher candidates to serve our ELLs in the commonwealth.
Directed Self Placement for Multilingual WritersMelanie Gonzalez
This presentation at the 2017 TESOL Annual Convention and Exhibit in Seattle examines questionnaire and interview data regarding multilingual writers’ experiences using Directed Self-Placement (DSP) in a first-year composition program at a four-year university. We validate DSP as an empowering tool allowing multilingual college writers to build autonomy by deciding the writing course that meets their needs.
The Lexical Profile of Diverse and Sophisticated Academic EssaysMelanie Gonzalez
Presentation at the 14th Annual Symposium on Second Language Research in Auckland, New Zealand
Abstract: This presentation reports on a study that examined the contribution of word frequency to lexical diversity and sophistication in academic writing proficiency. Findings suggest that mid-frequency vocabulary may have a greater role than is typically given in the L2 composition classroom. Implications for practice and further analysis are discussed.
Getting Them to Talk: Five Fundamentals for Leading a Conversation ClassMelanie Gonzalez
Invited professional development presentation in March 2013 for the Adult Literacy League of Central Florida
For more details, see "The Art of Teaching Speaking" by Keith Folse, University of Michigan Press
SLIFE may not have much experience with literacy and academic knowledge, but their oral cultural background has equipped them with certain affordances, or strengths, which can and should serve as the basis for creating effective SLIFE instruction. In this session, I will present two particularly SLIFE-suited approaches, with a research-based rationale and examples of their use with SLIFE and all students. Participants will engage in hands-on activities designing and implementing each approach.
Presentation at MATSOL, May 8, 2014 in Framingham, Massachusetts.
Abstract:
As a result of the RETELL Initiative, English Language Learners and their teachers are receiving much needed and deserved attention and resources in Massachusetts. We as advocates of ELLs and professionals in the field of TESOL must be proactive in ensuring that these efforts are both successful and ongoing. This presentation details ways that teacher education programs, teachers, and districts can help initiate, renew, and sustain the efforts started through the RETELL initiative. First, we discuss ways to encourage infusion of ESOL related content into the general curriculum. Next, we offer methods of providing continuing leadership and support for content-area faculty members in infusion techniques. Lastly, provide a framework for generating professional development opportunities for teacher educators to learn more about building their candidates' ESOL knowledge base. Attendees will leave this presentation with ideas on how to motivate dialogue and foster collaboration with content area faculty in order to better prepare teacher candidates to serve our ELLs in the commonwealth.
Directed Self Placement for Multilingual WritersMelanie Gonzalez
This presentation at the 2017 TESOL Annual Convention and Exhibit in Seattle examines questionnaire and interview data regarding multilingual writers’ experiences using Directed Self-Placement (DSP) in a first-year composition program at a four-year university. We validate DSP as an empowering tool allowing multilingual college writers to build autonomy by deciding the writing course that meets their needs.
The Lexical Profile of Diverse and Sophisticated Academic EssaysMelanie Gonzalez
Presentation at the 14th Annual Symposium on Second Language Research in Auckland, New Zealand
Abstract: This presentation reports on a study that examined the contribution of word frequency to lexical diversity and sophistication in academic writing proficiency. Findings suggest that mid-frequency vocabulary may have a greater role than is typically given in the L2 composition classroom. Implications for practice and further analysis are discussed.
Getting Them to Talk: Five Fundamentals for Leading a Conversation ClassMelanie Gonzalez
Invited professional development presentation in March 2013 for the Adult Literacy League of Central Florida
For more details, see "The Art of Teaching Speaking" by Keith Folse, University of Michigan Press
SLIFE may not have much experience with literacy and academic knowledge, but their oral cultural background has equipped them with certain affordances, or strengths, which can and should serve as the basis for creating effective SLIFE instruction. In this session, I will present two particularly SLIFE-suited approaches, with a research-based rationale and examples of their use with SLIFE and all students. Participants will engage in hands-on activities designing and implementing each approach.
To what extent can the use of a modified version of Readers' Theatre improve secondary ELs' use of pausing and prominence to signal thought groups within English speech production? Could non-native speakers of English become more intelligible and comprehensible through explicit suprasegmental instruction and repeated reading experiences that were relevant?
Exploring the Effect of the Self-Directed English Learning on the English Spe...engedukamall
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
Common Core, ELLs, and the Changing Role of ESL EducatorsJohn Segota
The development of the Common Core State Standards (CCSS) presents a new educational paradigm in United States education policy. However, many questions remain about the impact upon English learners. Moreover, ESL educators have too often not been at the table in regards to CCSS implementation. This presentation will examine the changing role of ESL educators in this new era, and discuss how the CCSS presents opportunities for ESL-trained specialists. - Presentation at the 2015 NCTE annual conference.
CCRS, ELs, and the Changing Roel of the ESL EducatorJohn Segota
The development of College- and Career-Ready Standards (CCRS) presents a new educational paradigm in the United States. However, many questions remain about the impact upon English learners (ELs) and English as a Second Language (ESL) educators. This presentation highlights the work of TESOL International Association in exploring this issue, and examines the changing role of ESL educators in this new era that presents opportunities for ESL and bilingual specialists. Presentation from the 2016 International Literacy Association Conference.
Advancing Teacher Leadership Through Advocacy - Ohio TESOL 2015John Segota
All educators play a critical role in improving the lives of their students, however this is especially true for educators in the TESOL field. Advocacy is at the core of being a TESOL educator, but what is the best way to be an effective advocate for students and programs? This presentation will discuss how TESOL educators can answer the call for advocacy, and identify ways that educators can shape the policies that impact their programs, their jobs, and their students’ lives.
Instructional Programs for English Language Learners (ELL)Ezr Acelar
Used for PEDA 213 (Language Programs for Secondary Schools)
Includes Introduction to English Language Learner Programs, Phases of EL Instructions, the different types of ELL Programs and discussions for each.
To what extent can the use of a modified version of Readers' Theatre improve secondary ELs' use of pausing and prominence to signal thought groups within English speech production? Could non-native speakers of English become more intelligible and comprehensible through explicit suprasegmental instruction and repeated reading experiences that were relevant?
Exploring the Effect of the Self-Directed English Learning on the English Spe...engedukamall
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
Common Core, ELLs, and the Changing Role of ESL EducatorsJohn Segota
The development of the Common Core State Standards (CCSS) presents a new educational paradigm in United States education policy. However, many questions remain about the impact upon English learners. Moreover, ESL educators have too often not been at the table in regards to CCSS implementation. This presentation will examine the changing role of ESL educators in this new era, and discuss how the CCSS presents opportunities for ESL-trained specialists. - Presentation at the 2015 NCTE annual conference.
CCRS, ELs, and the Changing Roel of the ESL EducatorJohn Segota
The development of College- and Career-Ready Standards (CCRS) presents a new educational paradigm in the United States. However, many questions remain about the impact upon English learners (ELs) and English as a Second Language (ESL) educators. This presentation highlights the work of TESOL International Association in exploring this issue, and examines the changing role of ESL educators in this new era that presents opportunities for ESL and bilingual specialists. Presentation from the 2016 International Literacy Association Conference.
Advancing Teacher Leadership Through Advocacy - Ohio TESOL 2015John Segota
All educators play a critical role in improving the lives of their students, however this is especially true for educators in the TESOL field. Advocacy is at the core of being a TESOL educator, but what is the best way to be an effective advocate for students and programs? This presentation will discuss how TESOL educators can answer the call for advocacy, and identify ways that educators can shape the policies that impact their programs, their jobs, and their students’ lives.
Instructional Programs for English Language Learners (ELL)Ezr Acelar
Used for PEDA 213 (Language Programs for Secondary Schools)
Includes Introduction to English Language Learner Programs, Phases of EL Instructions, the different types of ELL Programs and discussions for each.
Escuela de padres: Digitalización, Internet y redes socialesPancho Opcionweb
Los niños son nativos digitales que necesitan ayuda para aprender a realizar un buen uso de las nuevas tecnologías, Internet y las redes sociales. En la escuela de padres ofrecemos las pistas para que la formación y el acompañamiento de los menores sea un proceso natural.
Con esta presentación acompaño la formación destinada a padres y madres que necesitan conocimiento del medio digital, que les permita adquirir los conceptos para desenvolverse en este entorno, para poder ayudar y orientar en la educación digital a sus hijos, gracias al dialogo y la prevención de malos hábitos digitales.
Adquisición de habilidades digitales con las herramientas de Google: Correo electrónico (Gmail), Videoconferencia (Hangout), Youtube y Google +.
Las redes sociales y la forma en que interactúan los jóvenes, destacando las aplicaciones móviles que más utilizan hoy en día y que les permiten socializar.
Herramientas de monitorización y opciones para el control del menor. Pros y contras.
Presentacion del taller control parental en dispositivos móviles androidAgneta Gallardo
Presentación del taller de control parental para dispositivos moviles android, para preescolares y escolares elaborado en el centro guadalinfo de Cenes de la Vega
Manual del taller de control parental para dispositivos moviles androidAgneta Gallardo
Manual del taller de control parental para dispositivos moviles android, para preescolares y escolares elaborado en el centro guadalinfo de Cenes de la Vega
Privacidad en Internet, Redes Sociales y CiberacosoINTEF
Intervención de Don. Félix Serrano Delgado, director de INTEF, en la Jornada "El Día de Internet. La administración digital" - INAP. 17 de mayo de 2016
Portfolio Based Language Assessment in LINCAugusta Avram
A short introduction to Portfolio Based Language Assessment in LINC programs(Language Instruction for Newcomers to Canada): what, how and why. The presentation was used to support the introduction of PBLA to a group of TESOL students.
This monograph delves into a thorough exploration of diverse teaching approaches for English as a Second Language (ESL) in primary education, emphasizing the pivotal role of early language acquisition. The study meticulously examines Communicative Language Teaching (CLT), Total Physical Response (TPR), Task-Based Language Teaching (TBLT), storytelling, technology integration, differentiated instruction, cultural sensitivity, assessment, feedback, and professional development. The collective insights aim to empower professional educators in crafting effective ESL strategies tailored for primary students in Argentina.
Este es el programa para el MOOC Online Professional English Network Program.ste consiste de cursos de 8 semanas ofrecidos por prestigiosas instituciones de Educación Superior en EEUU.
SSLW 2014 Presentation: Lexical Diversity, Sophistication, and Size in Academ...Melanie Gonzalez
This presentation reports on a study that compares the extent to which vocabulary size, lexical diversity, and lexical sophistication contribute to academic writing proficiency. Results suggest that lexical diversity has a greater impact on writing score over vocabulary size and lexical sophistication. Implications for practice and further analysis are discussed. Presented November 15, 2014 at the 2014 Symposium on Second Language Writing at Arizona State University in Tempe, Arizona, USA.
The relationship between vocabulary size and diversity in L2 writing (Vocab@V...Melanie Gonzalez
Abstract:
Although vocabulary has long been an important criterion for assessing second language (L2) writing proficiency, recent research on academic discourse has positioned word study as a leading method to improve learner writing. As a result, teachers must make decisions on which words warrant instructional time and how to help learners deploy these words effectively in production. While there has been a growing trend in research investigating word lists, comparatively fewer studies have examined how words are actually used to achieve writing quality.
Thus, the present paper reports the findings of a quantitative study that examined the extent to which vocabulary size and lexical diversity contributed to writing scores on 172 native and advanced non-native English speakers’ academic essays. Results revealed that lexical diversity had a significantly greater impact on writing score than vocabulary size in both native and non-native speaker essays. Nevertheless, vocabulary size did initially facilitate writing scores at the lower score levels; however, it was lexical diversity that promoted an essay into the higher score range. Additional findings demonstrated that vocabulary size had only a moderate relationship to lexical diversity.
Outcomes from this study suggest that variation of mid-range vocabulary may play a more important role in writing proficiency than the use of infrequent terms that signal a larger productive lexicon. Furthermore, the results indicate that it is not enough to simply teach vocabulary words in the L2 composition classroom, but to also guide learners in how to employ these words in a varied manner within their writing.
Poster presentation of a quantitative study comparing the TOEFL iBT to the PBT presented at the doctoral forum of TESOL 2011 in New Orleans, Louisiana and the Graduate Research Forum of UCF in Orlando, Florida
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Using FLCs to Extend ESL Content Beyond the SEI Classroom
1. Using FLCs to Extend
ESL Content Beyond the
SEI Classroom
Melanie Gonzalez
Julie Whitlow
Millene Alves
MACTE
October 30, 2015
2. 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).
3. 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.
4. 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)
5. 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)
6. 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-DedicatedCourses 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
7. 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
8. Challenges
University faculty not trained inTESOL 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
9. 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);
MiamiUniversity (ESL content woven into teacher preparation
curricula); and
All Florida state-approved teacher preparation programs (ESL content
woven into teacher preparation curricula).
Infusion
11. 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
12. 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
13. 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
14. Present study:
Participants
(n=13)
Rank
Years inTeacher
Prep Program Areas of Expertise
Experience with
ESL Content
Asst. Prof. = 7
Assc. Prof = 4
Full Prof. = 2
M = 7.8
Min. = 2
Max. = 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)
15. 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
16. 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
17. 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)
18. 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
20. 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).
21. Next steps
Interview FLC participants about implementation in their courses:
successes; challenges
Collect EL-focused instructional artifacts and analyze
22. 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
23. Discussion
Turn &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?
24. 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/