EDUC 617 Portfolio

EDUC 617 - EDUG 535 Classroom Research Methods/Action Research Evaluation 67

Prep. 2006. Carmen L. Lamboy, Ed.D. Rev. 2008. Magaly Pacheco, Ed. D.

Appendix P

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Florida Campuses

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one: � Universidad del Este � Universidad Metropolitana � Universidad del Turabo Check one: � Undergraduate

� Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate

x

x

Master in Education - TESOL

Wilfredo Estrada

Dr. Maria C. Sevillano

EDUC 617

Running Head: GROUP JOURNAL CRITIQUE 1

Reciprocal Teaching of Reading Comprehension Strategies for Students with Learning

Disabilities Who Use English as a Second Language

Yudennia Ruiz

Edith Restrepo

Wilfredo Estrada

Sistema Universitario Ana G. Méndez

GROUP JOURNAL CRITIQUE 2

Introduction

The journal Reciprocal Teaching of Reading Comprehension Strategies for Students with

Learning Disabilities Who Use English as a Second Language was written by Janette Kettmann

Klingner and Sharon Vaughn on 1996 and was published in The Elementary School Journal-

Volume 96, Number 3 by the University of Chicago Press. Janette Kettmann Kingner has a PhD

in Reading and Learning Disabilities from the University of Miami and has participated in many

publications on reading and special education - among others. Sharon Vaughn is a dedicated

researcher and –similarly to Kettmann- has authored a great number of books on reading and

students with learning disabilities. This specific article is an excellent written piece of relevant

topics on reading comprehension, learning disabilities, and English for Speakers of Other

Languages (ESOL). The title is straight to the point and allows the reader to immediately grasp

the main idea of the article. The body of the work avoids unnecessary repetitions and walks the

reader through the different sections. The grammar and language are in tune with the

professional level of the authors. In addition, the abstract provides a clear overview of the most

salient ideas, procedures, and findings of the study.

Although no heading identifies the introductory section of the article, the authors provide

thorough information on the background of the research. The major concerns as well as previous

studies are explained and key concepts such as reciprocal teaching and cross-age tutoring and

cooperative learning are covered in their entirety. Despite the fact that a formal theoretical

framework is not defined, the researchers stress the viewpoints and antecedents that lead them

conduct their research.


Research Process

The purpose of the study is identified with outstanding clarity. A heading is used to frame

it within the body of the journal and a concise but complete exposition is made. In regards to the

method, no philosophical approach is identified, but this is compensated by an exhaustive

description of the investigation process which includes the use of tables. The research setting is

properly described and the steps and circumstances of the data collection process are clearly

stated and include the measures used in the study and the characteristics of the research

population. A step-by-step delineation of the procedures is presented. An essential element of the

study is that it is divided into phases making it easy to replicate by other researchers.

The literature reviewed is pertinent to the study although -due to the lack of research on

the topic - for the most part is over ten years old. It is organized in a logical manner as support to

the researchers’ statements and comes largely from primary sources.

Furthermore, the sampling is adequate for the purposes of the study and reflects a

representative population of all the variables concerned with the research. Descriptive measures

of reading comprehension are administered to aid with the interpretation of initial conditions and

qualitative measures in reading comprehension are also included. The researchers use an on-

going monitoring of the data collection and implementation process. Also, the use of two

different independent raters ensures that the data collected was highly valid and reliable. Because

the assessment measure consisted mainly of a pre-test and a post-test, data saturation is not

applicable.

Findings and Discussion

The results are presented in a logical way by providing an analysis of group outcomes

first and then discussing the differences within groups. The authors restate the purpose of the


research allowing the reader to stay on track. The results of analysis of variance are discussed as

well as the results of significance tests. Each conclusion is based on the outcome of the data

analysis and interpretation. Triangulation is performed with prior studies which corroborated the

validity and reliability of the study. The authors also use tables and graphs making the findings

more understandable to the reader. Something to consider is that the researchers do not make any

statement with regards to the generalizability of the research or to the future replication of the

study.

In a nutshell, the article follows the steps of the research process in a logical manner. The

study is adequately designed and conducted and of high relevance to the field of education. The

results provide new avenues and strategies that teachers could implement in their classroom to

assist children with learning disabilities who are also English language learners so that they can

improve their reading comprehension.


References

Baker, L. (1979). Comprehension monitoring: Identifying and coping with text confusions.

Journal of Reading Behavior, 11, 363-374.

Cummings, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy.

San Diego, CA: College Hill.

Hernandez, J.S. (1991). Assisted performance in reading comprehension strategies with non-

English proficient students. Journal of Educational Issues of Language Minority

Students, 8, 91-112.

555 Main Street Miami Lakes, FL 33015 Phone: 305-555-0101

Fax: 305-555-0102

Addressing language learner experience in the

TESOL profession.

By researching the links between teacher second language learning experience and teachers’ theories and beliefs, we can further study, design, and provide potential professional developments to address those missing experiences in teachers who have not had the opportunity to learn a second language. This would allow those teachers to gain the insights that would prompt deep reflections on their classroom practice in order to improve it.

Working together

Teacher Professional Development

Professional Learning Communities of

Florida

Collaboration

Teacher Theories

Every language teacher starts with an initial theory of language teaching and learning that is either based on personal experience as a language learner or on academic training and/or reading.

Are you bilingual?

If you are bilingual, your beliefs, concepts, and theories about language teaching may have been greatly influenced by your language learning experience.

On the other hand, if you are monolingual, you may benefit from professional development to help you absorb enlightening insights about your professional practice.

Language Learning Experience Research Professional Development

What Research Shows:

There is a distinction between “received knowledge” and “experiential knowledge”.

No attention has been paid to the role of previous language learning experience.

ESOL teachers need to be both proficient users and skilled analysts of the English language.

There is a dimension on which ESOL teachers are different from other teachers – teacher knowledge / experience of the acquisition of the content in formal contexts.

There is a failure to recognize teacher language learning experience as an important contributor to ESOL professional practice.

Structured Language Learning Experiences:

SLLE are lessons in a new language ranging from one lesson to a semester’s part-time study. Benefits: Allow for conscious reflection on the

experience

Limitations: Tend to be short Involve a foreign language rather than

a second language. Pose little threat to learners’ identity.

Please tell us about your insights from your own second language learning experience so that we can modify and upgrade our professional developments.

We can work together to design professional developments that authentically replicate the experience and knowledge gained from second language learning in contexts similar to those of your students.

Have any ideas on how to improve our professional developments?

We specialize in professional developments for teachers of ESOL (native and non-native speakers of English) that have not had second language learning experience.

Your Partner For Success

ADDRESSING LANGUAGE LEARNING EXPERIENCE IN THE TESOL PROFESSION.

• Focus Groups / Study Groups

• Second language learn ing.

• Professi onal Learn ing

Communit ies.

• Consul t ing.

• Coa ch ing and Men tor ing.

• Workshops

• Courses

• Classroom-based act ion

r esearch.

Kill two birds with one stone – Learn a second language and gain insights that will help you improve your professional practice.

“ ”

ESOL teachers need to be both proficient users and skilled analysts of the English language. There is a dimension on which ESOL teachers are different from other teachers – teacher knowledge / experience of the acquisition of the content in formal contexts. With our guidance, you can bridge the gap.

Professional Development

Please call for more information...

555 Main Street Miami Lakes, FL 33015 Phone: 305-555-0101 Fax: 305-555-0102

TEACHERS’ EVALUATION SURVEY

You are invited to participate in an educational action research project that will help us understand professional development addressing teachers’ language learning experience and its important contribution to ESOL professional practice. Your responses are very important and should reflect your experiences and opinions as much as possible. The information provided is completely confidential and the results are entirely anonymous. Please note that participation in this study is voluntary. Please fill in the bubbles completely. Date / /

DEMOGRAPHIC INFORMATION (Optional)

Age 18-25 26-35 36–45 46- 55 56 -65 65 or older Gender Male Female

OTHER INFORMATION

Are you bilingual / multilingual? Yes No

Is English your first language? Yes No

Please indicate your level of agreement with the following statements:

Statement Strongly Agree Agree Neutral Disagree Strongly

Disagree

1. Learning another language influenced my TESOL methods and strategies.

2. Learning another language helped me to better understand the needs of ELLs.

3. Learning another language improved my analytic skills of language similarities and differences.

4. PDs can compensate the lack of language learning experience in monolingual teachers.

5. There is a need for PDs addressing teachers’ lack of language learning experience.

6. How would Professional Developments addressing teacher language learning experience affect ESOL teachers’ knowledge, beliefs, and insights regarding the ESOL professional practice?

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

_____________________________________________________________________________________________

Thank you for your participation!

Right way

Running Head: CHAPTER 4: RESULTS 1

Chapter 4: Results

Wilfredo Estrada


CHAPTER 4: RESULTS 2

Chapter 4: Results

This study departed from the theoretical framework that bilingual/multilingual teachers -

by having learned a second language - acquire insights (knowledge, beliefs, and experiences)

which greatly influence their TESOL careers. Consequently, the purpose of this study was to

collect relevant information on how Professional Developments addressing teacher language

learning experience could contribute to the TESOL professional practice. The data collection

instrument consisted of a survey with a total of 6 questions – the first 5 in the format of a Likert

scale (from Strongly Agree to Strongly Disagree) and 1 open-ended question. Questions 1

through 3 were meant to validate the theoretical framework without which the rest of the

questions would be void of purpose. Questions 4-5 were designed to recognize the importance of

PDs for the surveyed sample of ESOL teachers. Question 6 was intended to gather data that

would help answer the research question: Can professional development addressing teacher

language learning experience contribute to ESOL professional practice? The sample was

comprised of 17 bilingual teachers - 16 female (94.1%) and 1 male (5.9%) - who are ESOL

certified or endorsed by the Florida Department of Education. As indicated in Table 1, of the 17

participants, 4 were native speakers of English (23.5%) while 13 were non-native speakers

(76.5%). All the participants were active teachers at the time of the survey.

The data from the survey was tabulated in a blank survey (Master) and was then inputted

into the Statistical Package for the Social Sciences (SPSS) software for descriptive and

inferential analyses. The demographic data gathered (age and gender) were for informational

purposes only and do not have any relevance for the purposes of the study. A descriptive analysis

method was used for each question which included frequencies, percentages, measures of central

tendency, and standard deviations. In addition a chi-square test of statistical significance (p < 05)


was used to assess the differences between native and non-native speaker of English. No

significance difference between these two categories was found.

This study research question addresses how PDs could help monolingual ESOL teachers

acquire the insights that bilingual teachers possess as a result of having learned a second

language. In order to obtain valid answers from the respondents we needed to determine to what

extent they considered learning a second language to have contributed to their TESOL practice.

As evidenced in their responses to question 1, 2, and 3 (see Table 2), most participants

considered having benefited from learning a second language. In addition, it was necessary to

define how the respondents ranked PDs in relation to their professions before they could provide

information on their effects. The responses to questions 4 and 5 reveal that the majority of the

surveyed sample agreed that PDs are a way of addressing teachers lack of insights derived from

language learning experience and that there is a need for this type of PDs (see Table 3).

At this point it was time to further analyze the responses for question 6 which entail the

core of the research question. Table 4 shows the tabulated results of the answers provided by the

17 participants. The mode and percentages were calculated for these set of data. The results

revealed that 16 out of the 17 participants gave valuable input to corroborate the theoretical

framework that PDs can affect ESOL teachers’ insights - and thus their professional practice.

Overall, the respondents reported that PDs positively affect their language learning experience (n

= 6); help them to better understand second language teaching (n = 7); help them to understand

learner needs (n =6); provides them with new strategies/techniques for their professions (n = 7);

promote teacher inquiry and collaboration (n = 3); and provide the context for new ideas and

concepts (n =1).


Table 1

Frequencies and Percentages on Native or Non-native Speakers of English

Bilingual? Frequency Percent Valid Percent Cumulative Percent

Yes 4 23.5 23.5 23.5 No 13 76.5 76.5 100.0 Total 17 100.0 100.0


Table 2

Descriptive Data for Questions 1 – 3.

Statements N Mean SD Strongly Agree / Agree

Neither Agree

nor Disagree

Strongly Disagree

/ Disagree

1) Learning another language

influenced my TESOL methods and strategies.

17 4.88 0.33 17 (100%)

0 (0%)

0 (0%)


helped me to better understand the needs of ELLs.

17 4.71 0.59 16 (94.1%)

1 (5.9%)

0 (0%)


improved my analytic skills of language similarities and differences.

17 4.71 0.47 17 (100%)

0 (0%)

0 (0%)


Table 3

Descriptive Data for Questions 4- 5

Statements N Mean SD

Strongly Agree / Agree

Neither Agree

nor Disagree

Strongly Disagree

/ Disagree

4) PDs can compensate the lack of language learning experience in monolingual teachers

17 4.12 0.91 13 (76.5%)

3 (17.6%)

1 (5.9%)

5) There is a need for PDs addressing teachers’ lack of language learning experience.

17 4.47 0.72 16 (88.2%)

2 (11.8%)

0 (0%)


Table 4

Tabulated Response and Mode for Question 6

Effects Frequency Percent -Language learning experience 6 35.3%

Second language teaching 7 41.2%

Understand learners’ needs 6 35.3%

New strategies/techniques 7 41.2%

New ideas and concepts 1 5.9%

Teacher inquiry and collaboration 3 17.6%

Mode: 6 and 7

Running Head: CHAPTER 5: ANALYSIS AND DISCUSSION 1

Chapter 5: Analysis and Discussion

Wilfredo Estrada


CHAPTER 5: ANALYSIS AND DISCUSSION 2


This research sought to determine how PDs addressing teacher language learning

experience could contribute to the TESOL professional practice. It was initiated on the premise

that that “teacher language learning is an important contributor to professional practice” (Ellis,

2006). In other words, learning a second language enriches ESOL teachers’ professional practice

by providing them with insights that they could later use in their teaching professions.

The data collected clearly shows that there is a significant relationship between ESOL

teachers’ insights acquired while learning a second language and their professions. For the most

part, the participants agree that their experience as second language learners shed light on how to

teach a second language in many aspects. These include their methods and strategies, their

understanding of students’ needs, and their language analytical skills. Furthermore, the

researchers could state that monolingual ESOL teachers can only draw on theories learned while

attending teaching preparation programs and on their own teaching experience. On the other

hand, bilingual/multilingual teachers have an additional source of input: their own experiences as

second language learners.

In addition, the study reveals the different ways in which PDs could address monolingual

teachers’ lack of second language learning experience and thus the insights that could enhance

their ESOL teaching profession. As suggested by the participants, PDs could provide some type

of language learning experience. This could, in the researcher’s opinion, be achieved through

some form of second language instruction which would additionally help those teachers

appreciate the second language learning and acquisition process from the stance of the learners.

Furthermore, PDs could help monolingual ESOL teachers to better identify learner needs and

address them more effectively. As reflected in the results of this research -by attending PDs -

CHAPTER 5: ANALYSIS AND DISCUSSION 3

ESOL teachers could form new strategies and techniques that they could readily use in their own

classrooms. Teacher reflection, inquiry, and collaboration would act as the catalyst of this

process enabling a faster assimilation of the insights that bilingual/multilingual teachers possess.

There are “three core features of professional development activities that have significant,

positive effects on teachers’ self-reported increases in knowledge and skills and changes in

classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c)

coherence with other learning activities” (Garet, 2001).

Because of the small size of the sample, it is suggested that this study is replicated at a

larger scale which would yield more reliable results. Moreover, it is recommended that other

studies be conducted on the value of teachers’ personal experiences, beliefs, and knowledge on

their professions – not only in ESOL, but in other subjects as well. In the same way, additional

research should be carried out to further compare the differences in insights between

monolingual teachers and bilingual/multilingual teachers as well as the remediation that PDs

could accomplish.

Conclusion

In a nutshell, this study validates the theoretical framework and sets out important aspects

that could be taken into consideration when addressing monolingual teachers’ lack of insights in

connection with language learning experience. Important suggestions are made to guide future

studies on the topic at the same time that could constitute the basis for the design of effective

TESOL professional developments.

Running Head: PDs AND ESOL TEACHER LANGUAGE LEARNING EXPERIENCE 1

Professional Development Addressing Teachers’ Language Learning Experience and its Important Contribution to ESOL Professional Practice

Wilfredo Estrada


2011

PDs AND ESOL TEACHER LANGUAGE LEARNING EXPERIENCE 2

Table of Contents

Abstract ...................................................................................................................................... 4

Chapter 1: Introduction ............................................................................................................... 5

Introduction ............................................................................................................................. 5

Background ............................................................................................................................. 5

Trends ..................................................................................................................................... 6

Issues ....................................................................................................................................... 6

Purpose .................................................................................................................................... 7

Problem Statement ................................................................................................................... 7

Research Question ................................................................................................................... 7

Conclusion .............................................................................................................................. 7

Chapter 2: Literature Review....................................................................................................... 8

Introduction ............................................................................................................................. 8

History .................................................................................................................................... 8

Viewpoints .............................................................................................................................. 9

Attempts .................................................................................................................................. 9

Important Considerations ....................................................................................................... 10

Research Problem .................................................................................................................. 11

Conclusion ............................................................................................................................ 11

Chapter 3: Methodology ............................................................................................................ 11

Introduction ........................................................................................................................... 11

The Research Method ............................................................................................................ 11

Rationale ............................................................................................................................... 12


Population ............................................................................................................................. 12

Characteristics of the Population ............................................................................................ 12

Data and Procedures .............................................................................................................. 12

Conclusion ............................................................................................................................ 13

Chapter 4: Results ..................................................................................................................... 13

Chapter 5: Analysis and Discussion........................................................................................... 15

Conclusion ........................................................................................................................... 17

References ................................................................................................................................ 18

Tables ....................................................................................................................................... 23

Table 1 ................................................................................................................................ 16

Table 2 ................................................................................................................................ 16

Table 3 ................................................................................................................................ 16

Table 4 ................................................................................................................................ 16

Appendices ............................................................................................................................... 27

Appendix A ......................................................................................................................... 27

Appendix B ........................................................................................................................ 28

Appendix C ........................................................................................................................ 29


Abstract

Descriptors:

ESOL; English for Speakers of Other Languages; TESOL; Teaching of English for

Speakers of Other Languages; language experience; experiential knowledge; professional

development; personal experiences; professional experiences; teaching practice; teacher theories;

teacher knowledge.

This research by Wilfredo Estrada (October, 2011) is part of the course EDUC 600 –

Research Methods – of the Ana G. Mendez University System. The topic of the research was

professional development addressing teachers’ language learning experience and its important

contribution to the ESOL professional practice.

Although teacher learning experience is an important source for teacher reflection and

theory formation on a daily basis, little recognition has been given to its valuable contribution to

the ESOL professional practice. The purpose of this study was to determine the relationships

between second language learning experience and ESOL teachers’ classroom practices and look

for possible professional development that could enlighten teachers’ experience, reflections, and

ultimately student achievement. Because of this, the research question was as follows: Can

professional development addressing teacher language learning experience contribute to ESOL

professional practice?

The methodology employed was in the form of exploration of these links between

experience and practice as well as causal – for it attempted to explain the nature of the problem

and proposed the implementation of possible professional developments. This was done through

the use of a survey that gathered valuable data that shed light on how professional development

could help resolve the deficiency.


Chapter 1: Introduction

Introduction

Every language teacher starts with an initial theory of language teaching and learning that

is either based on personal experiences as a language learner or on academic training and/or

reading. When the teacher reflects, s/he applies this theory in the classroom, observes and

analyzes the results, and adjusts the theory. The classroom serves as an experimental lab where

the teacher can identify relationships between theory and practice. These teacher-formed theories

are part of the study of teacher cognition, which researches the thought processes of teachers as

“rational professionals who make judgments and decisions in an uncertain and complex

environment” (Shavelson & Stern, 1981). This concept was not known if the field of language

teacher education until the early 1990s, and has been “gradually gaining momentum” (Binnie-

Smith, 1996; Borg, 2003). One term commonly used to refer to this concept is “teacher

knowledge” (Freeman, 2002).

Background

Researchers in language teacher education state that “since teachers' knowledge exists in

very personal terms, it is important to recognize the impact which teachers' experiences have on

the formation of their professional knowledge, beliefs, and patterns of action” (Cumming, 1989;

Freeman, 1992; Gutierrez Almarza, 1996; Binnie Smith, 1996; Golombek, 1998; Freeman,

2002). In this regard, “there is growing consensus that in order to understand language teaching

better, we need to know more about what teachers know, how they come to know it, and how

they draw on their knowledge” (Freeman & Richards, 1996; James, 2001; Freeman, 2001; Borg,

2003).


Trends

Research into language teacher education and development has greatly shifted in the last

decade, “from looking at what teachers do in the classroom, to looking at their professional

knowledge and beliefs makeup, and how these might be formed” (Freeman and Richards, 1993;

Richards and Nunan, 1990; Burns, 1992, 1996; Freeman, 1996; Borg, 2003; Freeman, 2002,

Andrews, forthcoming). It is increasingly recognized that “teachers’ professional knowledge is

formed not only through formal training, but also by classroom teaching experience” (Woods,

1996; Burns, 1996; Freeman and Johnson, 1998), by “teachers’ own learning experience”

(Lortie, 1975; Gutierrez Almarza, 1996; Bailey et al., 1996) and by “their own life experience”

(Cumming, 1989; Fang, 1996; Golombek, 1998).

Issues

Concerning teachers’ own learning experience and life experience, there is appreciably

no other subject – except for second language - in which the teacher does not go through (or is

not required to) the process of learning the content in the same way as the pupil. For instance, in

Mathematics, the teacher has been a learner who has been conscious of the content before

receiving training to teach it to a new generation of learners. There is one important aspect of

teachers’ potential ‘experiential knowledge’ (Wallace, 1991) which has received little attention

in the TESOL (Teaching of English to Speakers of Other Languages) literature, and that is

teacher bilingualism: whether the teacher has acquired or learned a second/foreign language

either by growing up with two languages or via formal or informal studies. What this means is

that teaching English through the medium of English (monolingually) has been seen as the only

possible way of teaching ELLs (English Language Learners). On top of that, little has been done


in the form of professional developments to remediate the lack of language learning experience

in monolingual teachers.

Purpose

This research set out from the theoretical framework that teacher language learning is an

important contributor to professional practice. It looked at professional development (PD) as a

way of remediating teachers’ lack of language learning experience. The idea behind it was to

give teachers the opportunity to reflect on their experiences - not only from the stance of ESOL

professionals, but also from within the context of second language learning. At the same time,

PDs could allow teachers to establish links between second language learning and second

language teaching which in turn could help them improve their professional practice.

Problem Statement

There has not been sufficient professional development addressing teachers’ language

learning experience as an important component of ESOL professional practice.

Research Question

Can professional development addressing teacher language learning experience

contribute to ESOL professional practice?

Conclusion

Teacher theories are formed not only from professional education and reading, but also

from teachers’ experiences as learners of the content. These teacher-formed theories shape

teachers’ classroom practices. Experiential knowledge has gained recognition in the last few

years and has become an important area of research for educational theorists. Regardless of

much recognition, ESOL teacher language learning experience (a valuable source of teacher

experience) has been greatly ignored. At the same time, not much has been done to correct the

problem. For these reasons, this study focused on establishing the links between teacher


language learning experience and classroom practice while exploring possible professional

developments that could address the issue.

Chapter 2: Literature Review

Introduction

No significant attention has been paid to ESOL teachers’ second language learning

experience, despite much research in teacher cognition on the importance of teachers’

knowledge, beliefs, attitudes and experience as contributors to their teaching. In other words,

there has been little recognition of bilingualism and L2 (Language 2; Second Language) learning

experience as playing an important role in the formation of ESOL teachers’ linguistic and

sociolinguistic knowledge. Much less attention has been paid to ways to bridge the gap between

teachers’ lack of personal language learning experience and their professional practice – such as

professional developments that address the issue.

History

Wallace (1991) made the differentiation between ‘received knowledge’ and ‘experiential

knowledge’ which builds upon Schön’s (1983, 1987, 1995) well-known constructs of ‘research-

based theories and techniques’ versus the kind of ‘knowing-in-action’ which professionals

(including teachers) develop. “Despite many calls for study of the complexity of teachers' prior

lives in our conception of experience" (Freeman 1992, 1996, 2002), almost “no attention has

been paid to the role of previous language learning experience” (Gutierrez Almarza, 1996).

Bailey et al. (1996, 2001) are amongst the few who inspect it.

Training and practice has tended to follow international trends in English Language

Teaching (ELT) which has also emphasized monolingual teaching via English. Haycraft (1998)

attributes this to the need to teach mixed-language classes in the UK in the 1960s, while


Phillipson (1992) provides a detailed analysis of the rise of monolingual teaching norms through

the influence of the British Council and international aid agencies as a means to retain power and

control within the English-speaking educational world. Second language learning theory has for

decades “focused on intra-lingual rather than cross-lingual strategies” (Stern, 1992), and

although “theory and method have changed vastly over the past half century” (Feez, 2001), the

custom of a language class run by a teacher who is monolingual, or who is expected to act as if

s/he is monolingual, has not changed.

Viewpoints

Wright and Bolitho (1997) point out that the ESOL teachers need to be both proficient

users and skilled analysts of the English language. But they do not see another dimension on

which the ESOL teacher is different as compared to other teachers: The “teacher's knowledge /

experience of the acquisition of the content in formal contexts” (Ellis, 2006). As highlighted by

Ellis, the issue at hand is not an opposition to the importance of teacher language learning

experience but a “failure to recognize its important contribution to the professional practice”.

Attempts

Some attention to the issue is evidenced in the existence of structured language learning

experiences (SLLEs) which frequently are part of teacher preparation or professional

development courses. They “range from one lesson in a new language” (Weed, 1993; Fister-

Stoga and Iwata, 1992) to a “semester’s part-time study” (Flowerdew, 1998; Lowe, 1987). These

courses “often incorporate the keeping of learning journals” (Bailey et al., 1996; Bell, 1995) and

a “key aspect is conscious reflection on the experience” (Wallace, 1991; McKay, 2002). Reports

on such SLLEs suggest that they are “immensely valuable as a developmental tool for teachers”

(Birch, 1992; Ellis and Willcoxson, 1994); however they have many limitations: most of them


are short, usually pertain to foreign language learning and not a second language learning and do

not put on a threat to the learner’s identity or material well-being. They “tend to provide limited

insights into learning a little language at beginner level” (Ellis, 2006).

Important Considerations

Teachers of ESOL are “expected to be skilled analysts of English” (Edge, 1988), and

“have in-depth knowledge of the underlying systems of language and an ability to explain them”

(Thornbury, 1997). Language awareness is a pre-cursor ability to language analysis for teaching

purposes, and “there is evidence that language awareness training activities which involve

reflecting on and contrasting the mother tongue and a second language lead to a greater

understanding of how language and languages work in different and similar ways” (Hawkins,

1984, 1999; James 1992, 1994, 1996, 1999). Language learning has been “credited with the

potential for promoting intercultural awareness and understanding” (Lo Bianco, 1987;

McMeniman and Evans, 1997; Baker and Prys-Jones, 1998), and “those who argue for the

developing paradigm of language teaching known as intercultural language teaching” (Crozet et

al., 1999; Crozet and Liddicoat, 1997, 1999) maintain that cultural awareness without the

knowledge of another language is superficial indeed.

The competencies of ESOL studied in Ellis (2004a) state that “it is desirable for teachers

to understand the structure of the subject matter and its relationship to other areas of knowledge”

(Hogan. 1994, Appendix A - emphasis added). These other components of knowledge are not

specified, but it is logical to say that in the case of English, they could encompass other

languages.


Research Problem

There has not been sufficient professional development addressing teachers’ language

learning experience as an important component of ESOL professional practice.

Conclusion

Research shows that -when considering teacher experience- bilingualism has not been

seen as an important source for teacher reflection (or professional practice for that matter). Those

that do appreciate its value, still fail to look for ways to bridge the gap between second language

learning experience and the ESOL professional practice. For teachers, learning a second

language in the same context as their students contributes tremendously to their personal

experience as language learners which in turn will enrich their reflections and classroom

practices. The few attempts to resolve the issue have been characterized by many limitations. In

order for ESOL teachers to have thorough language awareness, they need to be able to compare

and contrast English with another language from their own experiences as language learners.

Chapter 3: Methodology

Introduction

It is necessary to try to understand the nature of teachers' experience in learning

languages and of being skilled users of more than one language, in an attempt to see where this

knowledge and experience apply to their practice as teachers of ESOL. This was precisely the

focus of this research while at the same time exploring possible professional developments to

address the issue.

The Research Method

This study can be categorized as exploratory and explanatory in nature. It was

exploratory because one of its purposes was to further explore the relationship between ESOL

teacher language learning experience and teacher insights with regards to their professions - with


the intention of shedding new light on the problem in order to uncover new knowledge. It was

explanatory (causal) because it elucidated upon the nature of the problem and explains the basis

for the proposed solution – professional development.

Rationale

The data to be gathered revolves around how teachers make up their professional

knowledge and beliefs based on their experience of learning a second language, rather than on

manifested evidence of such insights observed in classroom teaching. The reasoning for this was

as follows: Most researches on how teacher insights relate to their professional practice are

“small-scale longitudinal studies in the ethnographic tradition” (Woods, 1996; Gutierrez-

Almarza, 1996; Tsui, 2003), for the obvious reason that to inspect the practice of teaching, a

researcher needs to observe and record classroom teaching data for some time and in a scope of

contexts, and this puts a cap on the number of partakers in the study for practical reasons

Population

The data gathered derived from a survey of 17 practicing bilingual teachers of ESOL in

Miami-Dade County Public Schools.

Characteristics of the Population

The teachers participating in the study were certified or endorsed by the Florida

Department of Education to teach ESOL at all great levels – including adults. They were either

native or non-native speakers of English. The only requirement was that they were bilingual in

English and another language (the result of either formal or informal learning).

Data and Procedures

Data collection consisted of the gathering qualitative data to dig into the links between

teachers’ language learning background and their professional insights. At the same time, the


study collected data on possible professional developments to address the lack of language

learning experience. The collection method implemented was in the form of a survey with

questions in the Likert Scale format and an open ended question.

The survey used the deductive approach by testing the theoretical framework that

teachers’ language learning experience is a contributing factor to TESOL professional practice.

In addition, the survey used the inductive approach by collecting data on how professional

developments could address the issues - thus formulating new concepts in accordance with the

data.

Conclusion

Language education researchers are starting to recognize the intricate, intertwined,

different-sourced and evolving nature of what teachers know. Many of them concur that learning

experience is -at its minimum- as significant a source of learnedness as academic training. This

study conducted a survey to 17 bilingual ESOL teachers in the state of Florida with the purpose

uncovering links between language learning and professional experience. In addition, the study

attempted to answer the question of whether professional developments can be designed to allow

ESOL professionals to gain that kind of learner experience.

Chapter 4: Results

This study departed from the theoretical framework that bilingual/multilingual teachers -

by having learned a second language - acquire insights (knowledge, beliefs, and experiences)

which greatly influence their TESOL careers. Consequently, the purpose of this study was to

collect relevant information on how Professional Developments addressing teacher language

learning experience could contribute to the TESOL professional practice. The data collection

instrument consisted of a survey with a total of 6 questions – the first 5 in the format of a Likert


scale (from Strongly Agree to Strongly Disagree) and 1 open-ended question. Questions 1

through 3 were meant to validate the theoretical framework without which the rest of the

questions would be void of purpose. Questions 4-5 were designed to recognize the importance of

PDs for the surveyed sample of ESOL teachers. Question 6 was intended to gather data that

would help answer the research question: Can professional development addressing teacher

language learning experience contribute to ESOL professional practice? The sample was

comprised of 17 bilingual teachers - 16 female (94.1%) and 1 male (5.9%) - who are ESOL

certified or endorsed by the Florida Department of Education. As indicated in Table 1, of the 17

participants, 4 were native speakers of English (23.5%) while 13 were non-native speakers

(76.5%). All the participants were active teachers at the time of the survey.

The data from the survey was tabulated in a blank survey (Master) and was then inputted

into the Statistical Package for the Social Sciences (SPSS) software for descriptive and

inferential analyses. The demographic data gathered (age and gender) were for informational

purposes only and do not have any relevance for the purposes of the study. A descriptive analysis

method was used for each question which included frequencies, percentages, measures of central

tendency, and standard deviations. In addition a chi-square test of statistical significance (p < 05)

was used to assess the differences between native and non-native speaker of English. No

significance difference between these two categories was found.

This study research question addresses how PDs could help monolingual ESOL teachers

acquire the insights that bilingual teachers possess as a result of having learned a second

language. In order to obtain valid answers from the respondents we needed to determine to what

extent they considered learning a second language to have contributed to their TESOL practice.

As evidenced in their responses to question 1, 2, and 3 (see Table 2), most participants


considered having benefited from learning a second language. In addition, it was necessary to

define how the respondents ranked PDs in relation to their professions before they could provide

information on their effects. The responses to questions 4 and 5 reveal that the majority of the

surveyed sample agreed that PDs are a way of addressing teachers lack of insights derived from

language learning experience and that there is a need for this type of PDs (see Table 3).

At this point it was time to further analyze the responses for question 6 which entail the

core of the research question. Table 4 shows the tabulated results of the answers provided by the

17 participants. The mode and percentages were calculated for these set of data. The results

revealed that 16 out of the 17 participants gave valuable input to corroborate the theoretical

framework that PDs can affect ESOL teachers’ insights - and thus their professional practice.

Overall, the respondents reported that PDs positively affect their language learning experience (n

= 6); help them to better understand second language teaching (n = 7); help them to understand

learner needs (n =6); provides them with new strategies/techniques for their professions (n = 7);

promote teacher inquiry and collaboration (n = 3); and provide the context for new ideas and

concepts (n =1).


This research sought to determine how PDs addressing teacher language learning

experience could contribute to the TESOL professional practice. It was initiated on the premise

that that “teacher language learning is an important contributor to professional practice” (Ellis,

2006). In other words, learning a second language enriches ESOL teachers’ professional practice

by providing them with insights that they could later use in their teaching professions.

The data collected clearly shows that there is a significant relationship between ESOL

teachers’ insights acquired while learning a second language and their professions. For the most


part, the participants agree that their experience as second language learners shed light on how to

teach a second language in many aspects. These include their methods and strategies, their

understanding of students’ needs, and their language analytical skills. Furthermore, the

researchers could state that monolingual ESOL teachers can only draw on theories learned while

attending teaching preparation programs and on their own teaching experience. On the other

hand, bilingual/multilingual teachers have an additional source of input: their own experiences as

second language learners.

In addition, the study reveals the different ways in which PDs could address monolingual

teachers’ lack of second language learning experience and thus the insights that could enhance

their ESOL teaching profession. As suggested by the participants, PDs could provide some type

of language learning experience. This could, in the researcher’s opinion, be achieved through

some form of second language instruction which would additionally help those teachers

appreciate the second language learning and acquisition process from the stance of the learners.

Furthermore, PDs could help monolingual ESOL teachers to better identify learner needs and

address them more effectively. As reflected in the results of this research -by attending PDs -

ESOL teachers could form new strategies and techniques that they could readily use in their own

classrooms. Teacher reflection, inquiry, and collaboration would act as the catalyst of this

process enabling a faster assimilation of the insights that bilingual/multilingual teachers possess.

There are “three core features of professional development activities that have significant,

positive effects on teachers’ self-reported increases in knowledge and skills and changes in

classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c)

coherence with other learning activities” (Garet, 2001).


Because of the small size of the sample, it is suggested that this study is replicated at a

larger scale which would yield more reliable results. Moreover, it is recommended that other

studies be conducted on the value of teachers’ personal experiences, beliefs, and knowledge on

their professions – not only in ESOL, but in other subjects as well. In the same way, additional

research should be carried out to further compare the differences in insights between

monolingual teachers and bilingual/multilingual teachers as well as the remediation that PDs

could accomplish.

Conclusion

In a nutshell, this study validates the theoretical framework and sets out important aspects

that could be taken into consideration when addressing monolingual teachers’ lack of insights in

connection with language learning experience. Important suggestions are made to guide future

studies on the topic at the same time that could constitute the basis for the design of effective

TESOL professional developments.


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Table 1

Frequencies and Percentages on Native or Non-native Speakers of English

Bilingual? Frequency Percent Valid Percent Cumulative Percent

Yes 4 23.5 23.5 23.5 No 13 76.5 76.5 100.0 Total 17 100.0 100.0


Table 2

Descriptive Data for Questions 1 – 3.

Statements N Mean SD Strongly Agree / Agree

Neither Agree

nor Disagree

Strongly Disagree

/ Disagree


influenced my TESOL methods and strategies.

17 4.88 0.33 17 (100%)

0 (0%)

0 (0%)


helped me to better understand the needs of ELLs.

17 4.71 0.59 16 (94.1%)

1 (5.9%)

0 (0%)


improved my analytic skills of language similarities and differences.

17 4.71 0.47 17 (100%)

0 (0%)

0 (0%)


Table 3

Descriptive Data for Questions 4- 5

Statements N Mean SD

Strongly Agree / Agree

Neither Agree

nor Disagree

Strongly Disagree

/ Disagree

4) PDs can compensate the lack of language learning experience in monolingual teachers

17 4.12 0.91 13 (76.5%)

3 (17.6%)

1 (5.9%)

5) There is a need for PDs addressing teachers’ lack of language learning experience.

17 4.47 0.72 16 (88.2%)

2 (11.8%)

0 (0%)


Table 4

Tabulated Response and Mode for Question 6

Effects Frequency Percent -Language learning experience 6 35.3%

Second language teaching 7 41.2%

Understand learners’ needs 6 35.3%

New strategies/techniques 7 41.2%

New ideas and concepts 1 5.9%

Teacher inquiry and collaboration 3 17.6%

Mode: 6 and 7


Appendix A

Study Conceptual Framework

TOPIC

Professional development addressing teachers’ language learning experience and its important contribution to ESOL professional practice

PROBLEM

There has not been sufficient professional development addressing teachers’ language learning experience as an important component of ESOL professional practice.

TRENDS

Some states are implementing Structured Language Learning Experience (SLLE) courses in teacher education programs and in professional developments.

RESEARCH QUESTION

Can professional development addressing teacher language learning experience contribute to ESOL professional practice?


Appendix B

Authorization Letter


Appendix C

Master Survey – Tabulated

Conclusion

This research course (EDUC 617) allowed me to apply theoretical knowledge as well as

practical skills acquired throughout the program of study and combine it with my experience in

the educational field in order to improve it. I was able to develop a project that contributes to the

development or enhancement of the educational system at the classroom, school or district level.

As a result of this course I am able to understand how action research is the practice by which

educators attempt to study their problems scientifically in order to guide, correct, and evaluate

their decisions and actions.

This is a course that every serious professional in education should take in order to

broaden their horizons and be able to find solutions to problems and uncover new knowledge for

the future benefit of the educational system.

Documents

EDUC 617 Portfolio