From Inclusion to Inclusionary Practices WIES, January 24, 2018

1. From Inclusion to Inclusionary Practices WIES, January 24, 2018 Ester de Jong, Professor, University of Florida President, TESOL International Association

2. Coady, M. R., Harper, C.A., & de Jong. E.J., (2016). Aiming for equity: Preparing mainstream teachers for inclusion or inclusive classrooms? TESOL Quarterly, 50 (2), 340-368. Suzy’s learning center preparation in November

3. Overview • Mainstreaming ELLs • Challenging Monolingual Discourses ELL-Infused Teacher Preparation

4. DemographicsPoliciesTrends in ELT Mainstreaming ELLs

5. Students ages 5-17 who speak a language other than English at home: 22% (12,093,000 in 2016) Source: OELA Fast Facts 2017

6. New Destinations

7. Simultaneous and sequential bilingual development • Secondary and elementary teacher and student challenges are quite different https://sharonjaynes.com/15906-2/

8. Top Ten Languages Spoken by Native- and Foreign-Born LEP Individuals, 2013 Source: https://www.migrationpolicy.org/article/limited-english-proficient-population-united-states

9. Office of Civil Rights has singled out 121 school districts in which not a single student is even enrolled in an ELL program. Overall, as many as half a million do not receive any special instruction to learn English (Sanchez, 2017; NPR report) Source: de Cohen & Clewell, 2007

10. Programmatic Trends: More English & More Mainstream • Between 1992 and 2002, the percentage of LEP students who received Extensive LEP services, with significant native language use decreased by more than half (from 37.0 percent to 17.0 percent). • Between 1992 and 2002, the percentage of LEP students who received mainstream instruction only, without LEP services, increased from 3.5 percent to 11.7 percent. (Zehler et al., 2003)

11. Source: NCES Digest 2016 Table 204.20 & 204.27 9.5%

12. Policies • English-Only Language Policies: quick exit, English-only [overturned: CA, MA 2017] • No Child Left Behind (2001) • ELLs as a subgroup • Standardized tests as outcome measure • Common Core Standards

13. Trends in ELT • “ESL Ghettos” (Valdes, 2001; Faltis & Arias, 2007) • Form-based (grammar) language instruction is not enough to prepare for academic classroom settings (which requires content learning) • Focus on “academic language” (the language of school) development • More emphasis on communicative competence and functional use of language to learn content • Integration of language and content

15. Mandate for Educational Reform • Linguistic and cultural diversity IS the mainstream (Cummins & Cameron, 1994) • Federal, state, district, and school policies need to be inclusive of ELLs (shared responsibilities). • All mainstream teachers need to be prepared to work with ELLs or CLD students.

16. Realities are more complicated!

17. Preparing All Teachers? • Only 29.5% of teachers with ELLs in their classes have the training to do so effectively. • Only 20 states require that all teachers have (some) training in working with ELLs. • Less than 1/6th of colleges offering pre-service teacher preparation include training on working with ELLs. • Only 26% of teachers have had training related to ELLs in their staff development programs. • 57% of teachers believe they need more training in order to provide effective education for ELLs. Source: Ballantyne, Sanderman, & Levy (2008)

18. Preparing All Teachers? Samson & Collins (2012) considered evidence of oral language, academic language, and culture/diversity for ELLs • as mentioned in state teacher examinations and subtest (CA, FL, MA, NY, TX) • as reflected in district performance evaluations (LA, Miami, Boston, NY, Houston)

19. Studies in the Florida Context

20. Strong Policy Framework • 1990 Florida Consent Decree • Focus on Inservice Teachers • 2001 Mandate for Teacher Preparation • Minimum of 2 ESOL stand-alone courses taught by ESOL faculty • Elementary PST: equivalent of 300 PD inservice • ESOL content is “infused” in general education coursework • Field experience requirement • Infusion Faculty PD

21. Studies Project DELTA: US-DOE funded post-training grant ESOL Infusion in TE: Faculty Focus

22. Project DELTA Developing English Language and Literacy through Teacher Achievement Project DELTA: a post-training assessment project designed to examine the impact of an ESOL-infused elementary education program on ELL achievement through teacher practice. 5-year (2007-2012) mixed-methods study Results intended to improve elementary ESOL-infused teacher preparation program

23. ELL Student Means on Math and Reading FCAT Scores by Teacher Preparation Path

24. Survey and interview data indicated several common areas where both teachers felt highly prepared to work with ELLs • Structure classroom activities for ESOL students to interact with non-ESOL students • Modify English by paraphrasing and simplifying • Expanding ELLs’ oral language development through extension of student responses and/or repetition Teachers felt that good instruction for ELLs was good for all students. Kate noted, “[m]any of these practices are exhibited in my classroom for ALL students—native and non-native alike. A lot of below-level activities are an excellent resource provided to for ELLs.” (5-143, p. 5) (emphasis retained).

25. Including ELLs is primarily a matter of individual, in the moment, learner accommodations (Coady, de Jong, & Harper, 2016).

26. Practicing graduates indicated lack of skill in building on/using the students’ L1. • Those with some proficiency in language other than English felt better prepared and more efficacious. They noted advantages (empathy, cross-linguistic analysis). • Insufficient knowledge about where and how to locate multilingual resources.

27. The Challenge: Easy Monolingualism by Default • By far, majority of mainstream teachers is monolingual (est. 5% learns a language other than English well enough to use it when teaching) • Naturally, they will use English • These monolingual teachers teach in mainstream classrooms where English is the default medium of instruction • Naturally, they will use English • Mainstream classrooms are shaped by national, state, and local policies that have been developed by and for monolingual native English speakers (ESSA, CCSS), e.g., academic English • Naturally, the focus is on English

28. The Challenge: Monolingual Orientation • After graduating from their program, these teachers are most likely embedded within schools with monolingual orientations in curriculum, textbook and other resources, as well as on-going professional development that is presented from a monolingual perspective • Naturally, the focus is not only on English teaching but also doing so from a monolingual orientation

29. Infused TE Models

30. Infusion Study: Faculty and Infusion • Interviews with faculty and instructors teaching ESOL Infused courses (n=7) • A survey regarding Faculty PD: Seven state universities and three private universities out of 18 responded • Individual interviews with ESOL faculty involved with/responsible for Infused ESOL course faculty PD (n=14) • What is being done for faculty PD? • What happens with “ESOL infusion”?

31. Perceived preparedness of general education faculty to address the ESOL standards and performance indicators that are assigned to their infused courses

32. Emerging Themes

33. ESL as Pedagogical Accommodations • Lesson plans are one of the main activities through which courses assess PSTs understanding of ELLs and what they can do for ELLs within the context of that lesson • Accommodations line in the lesson plan • ESOL Infused course instructors ability to assess these accommodations varies. • little feedback on appropriateness of accommodation or stretching students to think of accommodations beyond a picture, translation in L1, and/or assigning a buddy “Whether we judge those ESOL accommodations appropriately and provide them appropriate feedback…I don’t know.”

34. JGT with a Deficit Perspective • Accommodations for ELLs are conflated with accommodations for struggling students and/or students with special needs “So accommodations for ESOL, for disabilities, for ADHD, for physical issues, you know. We think about it as all one.”

35. Emerging Themes

36. From Inclusion to Inclusionary Practices • Integral part of teacher preparation – not an add-on TE discourse around diversity (LRT) Programming, assignments, field placements Developing a multilingual stance and practices as norm throughout the program

37. de Jong, E.J., Harper, C.A., & Coady, M. (2013). Enhanced knowledge and skills for elementary mainstream teachers of English language learners. Theory into Practice, 52 (2), 89-97.

38. Shifting Discourses, Changing Practices

39. Impact of Not Taking a Monolingual Stance • Access to engaging and cognitively appropriate content Essential principle of learning: build on and connect to what students already know. • Identities and Engagement • Partnerships with families It is hard to argue that we are teaching the whole child when school policy dictates that students leave their language and culture at the schoolhouse door. (Cummins et al, 2005)

40. Our Challenge as Teacher Educators • Taking a dynamic bilingual (additive bilingual) stance is non-negotiable when you work with bilingual learners. • Teacher education for mainstream teachers must move beyond “respect for” students’ native languages and cultures - even if the teacher is monolingual – to helping them engage in practices that reflect a multilingual stance and norm Schools need “to recognize the multiple language practices that heterogeneous populations increasingly bring and which integrated schooling, more than any other context, has the potential to liberate.” (Garcia, 2009, p. 157)