Learning to Teach English Language Learners: A Study of Elementary School Teachers’ Sense‐Making in an ELL Endorsement Program

In the citing paper

“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).”

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.”

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.”

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.”

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).”