Tools to Support Collaboration in Educating Emergent Multilingual Students: Jumpstart and Electronic Performance Log

Autor/inn/en	Bouchard, Margaret; Stegemoller, W. Jason
Titel	Tools to Support Collaboration in Educating Emergent Multilingual Students: Jumpstart and Electronic Performance Log
Quelle	In: i.e.: inquiry in education, 11 (2019) 2, Artikel 8 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-6282
Schlagwörter	English Language Learners; English (Second Language); Bilingual Education; Expertise; Communities of Practice; Computer Mediated Communication; Paraprofessional School Personnel; Teacher Collaboration; High School Teachers; Faculty Development; Urban Schools; Adolescents; Student Diversity; Shared Resources and Services; Progress Monitoring; STEM Education; Program Effectiveness; Illinois + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Bilingual teaching; Bilingualer Unterricht; Expert appraisal; Community; Computerkonferenz; Lehrerkooperation; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Gemeinwirtschaft; STEM
Abstract	Teaching English language learners, referred to as emergent multilingual students here, is a complex endeavor including ESL and bilingual teachers, content teachers, and paraeducators, among others, for example special education teachers and reading specialists, to name a few. As a result, the Illinois State Board of Education's (ISBE) guidance for the development of ESL and bilingual education stresses that "intentional and consistent collaboration between all teachers and school personnel serving English learners is a vital component to all effective English learner programs" (ISBE, 2016b). To achieve this level of concerted collaboration within ESL education, ISBE's guidance suggests that educators utilize technology to remove barriers to collaboration and to increase the potential to crowdsource expertise. A 2016 report titled "The Collaboration Imperative" (ISBE, 2016a), written by ESL and bilingual education experts to advise the Illinois State Superintendent of Education, singles out ineffective collaboration among teachers and other stakeholders as a significant challenge to educating emergent multilingual students. To increase the effectiveness of instruction for emergent multilingual students, the ISBE report recommends the creation of digital communities of practice to increase quality collaboration at the district level. This paper provides an example of tools that can be used to increase not only collaboration but also the effectiveness of the role of paraeducators in educating emergent multilingual students. It begins with a brief review of pertinent literature and the theoretical context of activity theory, which serves as the basis for the authors' work. The authors then share their experience providing professional development in a secondary school. They describe their extensive engagement in the context, which enabled them to deeply reflect on their own experiences providing professional development and prompted the development of digital learning tools for ESL educator collaboration. Finally, the newly developed digital tools are detailed, and example scenarios demonstrate how they could be used. (ERIC).
Anmerkungen	Center for Practitioner Research at National Louis University. 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: digitalcommons@nl.edu; Web site: https://digitalcommons.nl.edu/ie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01