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Learning to Teach English Language Learners: A Study of Elementary School Teachers’ Sense‐Making in an ELL Endorsement Program
Abstract
Using Jarvis's ( ) framework of adult learning, this study examines how in‐service elementary school teachers make sense of instruction that is responsive to multilingual learners. Case studies of two teachers reveal their nuanced attempts to improve practice during a 1‐year, graduate‐level, add‐on certification program for teaching English language learners (ELLs). Findings show that different critical learning experiences afforded the two teachers opportunities to interrupt their assumptions and subsequently refine their instruction as they resolved to supportELLs. This study sheds light on teachers’ ongoing sense‐making throughout a yearlongELLendorsement program. Implications for teacher education and professional development research are discussed.
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“coaching as a PD strategy was either used in rather lengthy trajectories of at least six months (e.g., Bradshaw et al., 2018;Daniel & Pray, 2017;Leeman & Van Koeven, 2019) or in short but intensive full-time immersion experiences (i.e., He et al., 2017;Pence & Macgillivray, 2008).”
From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Daniel & Pray, 2017
In the citing paper
“A primary focus on linguistic diversity was less common with only four in-service papers (i.e., Daniel & Pray, 2017;Fokaidou & Hadjitheodoulou-Loizidou, 2014;Van der Wildt, Van Avermaet, & Van Houtte, 2017;Spieps, Lyons, Huerta, Garza, & Reding, 2017) and one pre-service paper (i.e., Polat et al., 2019) specifically targeting this type of diversity.”
From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Daniel & Pray, 2017
In the citing paper
“Teachers in the intervention of Daniel and Pray (2017) expressed great personal growth in knowledge, skills and belief systems regarding English language learners.However, their schools operated by an English-only language policy and therefore the newly acquired culturally responsive approach contradicted the curriculum in some ways.”
From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Daniel and Pray (2017)
In the citing paper
“the study by Daniel and Pray (2017) explicated how there was a lack of enactment in an earlier version of the intervention and therefore they added additional one-on-one coaching sessions.These coaching sessions explicitly focused on the enactment of the PD content and resulted in increased sociocultural awareness and more incorporation of children's first language in the school context.”
From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Daniel and Pray (2017)
In the citing paper
“six studies referred to a lack of resources, either in terms of time available to follow PD and implement new practices (e.g., Biasutti et al., 2019;Brown et al., 2016) or in terms of insufficient culturally responsive materials (i.e., Daniel & Pray, 2017;Spies et al., 2017).”
From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Daniel & Pray, 2017
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Cited by
Romijn, B. R., Slot, P. L., & Leseman, P. P. M. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103236 · Cited by 241
Metadata
- Authors
- Daniel, S. M., & Pray, L.
- Affiliations
- Vanderbilt University (US)
- ORCID
- Daniel, Shannon M.
- Venue
- TESOL Quarterly
- Publisher
- Wiley
- Published
- 2016-11-17
- Volume
- 51
- Issue
- 4
- Pages
- 787-819
- ISSN
- 0039-8322 (ISSN-L)
- 1545-7249
- OpenAlex
- W2554727619
- Cited by
- 38
- References
- 6
- Citations by year
- 2026: 4 · 2025: 3 · 2024: 5 · 2023: 3 · 2022: 5 · 2021: 5 · 2020: 1 · 2019: 7 · 2018: 5
- FWCI
- 17.68
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- TESOL Quarterly (publishedVersion)
- Funders
- Office of English Language Acquisition (#T365Z110136)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Linguistics and Language › Second Language Learning and Teaching
- Keywords
- English language learners, in-service teacher professional development, primary school teachers, sensemaking, multilingual learners, teacher beliefs, instructional practice change, teacher professional development
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- Daniel, S. M., & Pray, L. (2017). Learning to Teach English Language Learners: A Study of Elementary School Teachers’ Sense‐Making in an ELL Endorsement Program. TESOL Quarterly. https://doi.org/10.1002/tesq.347
