Promoting the Educational Success of Children and Youth Learning English Promising Futures (2017) / Chapter Skim
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12 Building the Workforce to Educate English Learners
12 Building the Workforce to Educate English Learners
Pages 431-470
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2 When referring to children ages birth to 5 in their homes, communities, or early care and education programs, this report uses the term "dual language learners" or "DLLs." When referring to children ages 5 and older in the pre-K to 12 education system, the term "English 431
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Finally, issues related to school administrators and professional staff who provide school support services for DLL/ELs are discussed. The chapter ends with conclusions about this workforce that are linked with those in Chapters 10 and 11.
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. The 2007 reauthorization of Head Start mandated that by 2013, 50 percent of lead teachers possess a bachelor's degree in early childhood or a related field.4 According to the NSECE, 26 percent of center-based CEPs possessed a 4-year degree and 9 percent a graduate degree; however, data specific to members of the CEP workforce who care for and educate DLLs are not available.
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The congressionally mandated report notes that "DLLs in home-based Early Head Start programs had home visitors who were less likely than home visitors for children from monolingual English homes to have received any college degree" (Administration for Children and Families, 2013, p.
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. In contrast, in the 2007 congressionally mandated study of Head Start and Early Head Start, 73 percent of 136 home visitors self-identified as Hispanic, with the next largest group self-identifying as non-Hispanic white (16.7%)
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that oversee teacher preparation programs and the accreditation of early childhood programs pay some attention to DLLs, federal, state, and local requirements governing the licensing and certification of individuals working with infants, toddlers, and preschoolers seldom do. To varying degrees, federal funding regulates and guides the requirements for educators and home visitors in the Head Start program, the MIECHV program, Military Child Care, and the Child Care and Development Block Grant.
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. STATE CERTIFICATION REQUIREMENTS Each state sets its own policies regarding employment qualifications for ECE professionals in both the public and private sectors, except for Head Start and Military Child Care, whose requirements are set by the federal government (Institute of Medicine and National Research Council, 2015)
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In 2011-2012, the average ratio of ELs to Title III teachers for the top 10 states with the fastest-growing EL populations was 66:1; the average ratio of ELs to ESL/BLE teacher aides was 36:1. Thus, in many states with the fastest-growing populations of ELs, an EL is more likely to work with an aide than a Title III teacher (see Table 12-2)
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aNational Clearinghouse for English Language Acquisition (NCELA) Title III State Profiles.
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TABLE 12-2 English Learners and Teachers and Teacher Aides with Formal Qualifications to Teach Them, States with the Fastest-Growing Populations of English Learners, 2011-2012 Number Number of Teacher of ELs Number ESL/BLE Teacher-to- Aide-to Receiving of Title III Teacher Student Student State Servicesa Teachersa Aidesb Ratio Ratio South Carolina 35,369 512 640 69 55 Mississippi 5,617 71 310 79 18 North Dakota 3,562 70 120 51 30 Kentucky 18,579 176 620 106 30 Kansas 35,082 211 1,020 166 34 Delaware 6,741 153 110 44 61 Arkansas 29,920 2,215 490 14 61 West Virginia 1,829 37 90 49 20 Maryland 55,957 1,272 NA 44 NA Maine 4,014 105 300 38 13 Average for these 66 36 10 states NOTE: BLE = bilingual education; EL = English learner; ESL = English as a second language. aConsolidated State Performance Reports (CSPRs)
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In a survey of postsecondary institutions offering teacher preparation programs, however, the authors found that fewer than one-sixth of them required ELoriented content in their preparation of mainstream teachers (teachers of general education or content areas, such as mathematics, science, English, and social studies)
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experience with language diversity, (2) a positive attitude toward linguistic diversity, (3)
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Three areas that are particularly salient for preparation of this educational workforce, discussed in turn below, are the capacity of higher education institutions to equip future educators to address the needs of DLLs/ELs, alternative routes to teacher preparation, and professional development approaches for those already in the classroom. Teacher Preparation in Higher Education Recent analyses have examined preparation programs for early childhood teachers in institutions of higher education given criticism that these programs relied on outdated content and provided inadequate experience in working with children (Bruder and Dunst, 2005)
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(2004) Experience with Language Diversity Study of a foreign language X X Contact with people who speak languages X other than English Field experience with ELs X X A Positive Attitude Toward Linguistic Diversity Acceptance of the responsibility for X X X educating ELs An affirming view of linguistic diversity and X X X X X X bilingualism Awareness of sociopolitical dimensions X X X Inclination to collaborate with colleagues X X X X X EL-Related Knowledge Connections among language, culture, and X X X identity
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Knowledge of students (backgrounds, X X X X X experiences, and proficiencies) Understanding of families/communities of X X X ELs Creation of a learning environment that X X X X X promotes a low affective filter Knowledge of L2 Acquisition Differences and similarities between L1 and X X L2 development Language forms, mechanics, and uses X X X X X X Role of L1 literacy in developing L2 X X X X X Skills for Simultaneously Promoting Content and Language Instruction Skills for designing instruction that helps X X X X X X X X ELs learn both content and language Skills for understanding and implementing X X X X X X assessments to inform instruction and monitor progress Skills for collaboration with colleagues X X X X SOURCE: Arias and Markos (2016)
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found that although programs indicated an interest in the needs of children with diverse ethnic, cultural, and linguistic backgrounds and DLLs/ELs, very few hours of such coursework were offered. The authors concluded that preparation programs for early childhood teachers delivered little content and practicum experiences to prospective teachers of these populations.
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They also contribute to ELs' English language development by the ways in which they teach these subjects. The Common Core State Standards place responsibility for literacy development in the content areas, including science, social studies, and math, so that the language and literacy needs of students are addressed not only by ESL and English language arts teachers, but also by teachers in all other content areas.
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call for partnerships between universities and school districts with EL communities to enable teacher candidates to apply the pedagogical knowledge acquired through coursework in the classroom with students who are culturally and linguistically diverse. Alternative Teacher Preparation Programs Alternative routes to teaching have increased as the result of a teacher shortage declared in the mid-1980s (Humphrey and Wechsler, 2007; Madkins, 2011)
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. Relative to traditional teacher training programs, alternative programs such as those described above recruit and prepare a more ethnically diverse group of candidates more closely reflecting the student population who commit to teaching in high-need areas (Grow Your Own Teachers, 2016; Urban Teacher Residency United, 2014; Woods, 2016a)
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program revealed that new BTR graduates were significantly less effective than other novice Boston Public School teachers in raising students' test scores in math. By their fourth and fifth years of teaching, however, BTR graduates were significantly more effective than other Boston Public School teachers in this same category (Papay et al., 2012)
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. Research on professional development approaches has led to general agreement that effective professional development for working with ELs requires a sustained, intensive approach that includes modeling of effective instructional methodologies that integrate academic content with English language proficiency instruction and involves actual classroom practice, coaching and mentoring, reflective practice, and communities of learning (August and Shanahan, 2006; Calderon et al., 2011; Darling-Hammond and Richardson, 2009; DiCerbo et al., 2014; National Education Association, 2011; Neuman and Kamil, 2010; Wei et al., 2009)
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Further, it has been suggested that research is needed on professional development programs designed to develop teacher knowledge and skills in academic English, as both EL and general education teachers are responsible for academic English language development (DiCerbo et al., 2014)
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For example, recruits should possess proficiency in the L1 of many or most of the students in the schools and have completed coursework or professional development pertinent to the specific demands of teaching these students. The alternative teacher preparation programs discussed above employ their own methods.
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They also seek referrals and work with public schools to identify candidates, such as paraprofessionals who are already working in the schools (Urban Teacher Residency United, 2014)
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The National Center for Teacher Residency network reports a 3-year teacher retention rate of 87 percent and a 5-year rate of 82 percent (Urban Teacher Residency United, 2014)
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Research points to the impact on student achievement of the instructional leadership role of school administrators and has led to the development of general standards for school administrators (see National Policy Board for Educational Administration [2015] for updated professional standards for educational leaders)
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Since the committee's statement of task emphasized the education of ELs, the focus here is on allied health and education professionals whose roles are especially key for ELs in formal care and education settings -- specifically, audiologists, speech-language pathologists, school counselors, school psychologists, and clinical psychologists. School Counselors Counseling is an important service for the social and emotional wellbeing of ELs, especially those who have experienced trauma and other adverse circumstances during migration and living in underresourced communities.
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Although the National Association of School Psychologists (NASP) does not provide bilingual certification or a description of competencies
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point to a dearth of neuropsychologists who report being adequately prepared to work with DLLs/ELs and/or possessing proficiency in languages other than English. As a way to overcome language barriers, school psychologists, neuropsychologists, and speech-language pathologists use interpreters to assess DLLs/ELs.
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Conclusion 12-3: The preparation of educational and allied health professionals, including counselors and school psychologists, who sup port students' educational achievement in classrooms does not include the knowledge and competencies required to assess and support dual language learners/English learners. These professionals are involved in crucial decisions concerning the identification of learning disabilities and access to services for these children and youth and can have sig nificant influences on their educational trajectories.
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. Graduate preparation of school psy chologists in serving English language learners.
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Chapel Hill, NC: The University of North Carolina, Frank Porter Graham Child Development Institute, Center for Early Care and Education -- Dual Language Learners. Castro, D., Gillanders, C., Franco, X., Bryant, D., Zepeda, M., and Willoughby, M
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. Educating preschool teachers to support English language learners.
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Department of Education and National Clearinghouse for English Language Acquisition. Howes, C., and Tsao, C
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. Fostering School Success for English Learners K-12: Language and Academic Development of Dual Language Learners during the School Years.
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. Certification and Licensure for Teachers of English Language Learners, by State.
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. Bilingual school psychologists' assessment practices with English language learners.
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. Preparing All Teachers to Meet the Needs of English Language Learners: Applying Research to Policy and Practice for Teacher Effectiveness.
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. "Not in my classroom": Teacher attitudes to wards English language learners in the mainstream classroom.
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