Teacher development: De facto teacher leaders for English language learners

Abstract

This qualitative study highlighted the redefinition of roles played by secondary-level, mainstream content-area teachers involved in an English as a Second Language (ESL) professional development (PD) program. The researchers examined how the practice of becoming an emerging leader in ESL, a new discipline for many teachers, was impacted by participation in an intensive 18 month ESL PD program. Specifically, this case study focused on the participants’ ability to translate newly acquired multicultural competence, second language acquisition, and ESL teaching strategies into training sessions for their content-area colleagues. The reflective statements from teacher participants following the delivery of what is termed ‘turnaround training’ revealed that the teachers experienced changes in professional self-concept both as teacher leaders and as advocates for English Language Learners (ELLs).  This shift of teacher as leader benefits both teacher and student, according to Barth (2011) as teacher leaders experience less isolation, have more professional satisfaction for improving their schools and increased reflection about their practice. This work found that through PD, teachers’ roles shifted from not just content expert but also to ELL expert and, indeed, advocate of ESL students.