Critical Understanding of English Learners: Experience and Practice of Educators in a Professional Development Course

Autor/inn/en	Dwomoh, Razak; Osei-Tutu, Araba A. Z.; Chhikara, Alankrita; Zhou, Lili; Oudghiri, Stephanie; Bell, Troy
Titel	Critical Understanding of English Learners: Experience and Practice of Educators in a Professional Development Course
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 57 (2023) 4, S.1401-1433 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dwomoh, Razak)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3200
Schlagwörter	English Language Learners; Faculty Development; Preservice Teacher Education; Principals; Inservice Teacher Education; Cultural Awareness; Teacher Role; Administrator Role; Attitude Change; Critical Theory; Teacher Attitudes; Administrator Attitudes + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Principal; Schulleiter; Lehrerfortbildung; Cultural identity; Kulturelle Identität; Lehrerrolle; Attitudinal change; Einstellungsänderung; Kritische Theorie; Lehrerverhalten
Abstract	Studies over the years emphasize the need to foster critical cultural awareness among teachers in U.S. classrooms. Using a critical theoretical approach, we examined the critical cultural awareness of practicing teachers and educators' experiences with English Learners (ELs) and their preparedness to meet the needs of ELs through actionable plans from a professional development (PD) module. We argue that PD courses on critical theoretical perspectives on ELs are essential not just for EL professionals but for all educators who work with ELs in one way or the other. Sixty-eight educators (teachers and school directors) in a midwestern community participated in the PD modular course, where they were exposed to various critical theories. The data include discussion responses and educators' critical theoretical reflections on ELs. In this article, we iterate the need to include critical theoretical EL education in teacher training preparation and professional development programs to support pre-service teachers, in-service teachers, and principals. The findings show that the impact of such critical awareness transforms teachers' and educators' perceptions about their respective roles in effectively educating ELs. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01