The Use of Professional Development to Promote Culturally Responsive Teaching of English Learners (ELs): Classroom Implementation without Conceptual Change

Abstract

This study is focused on effective professional development (PD) that may increase teachers' awareness of culturally responsive teaching for English Learners (ELs). Teachers are not prepared to teach linguistically and culturally diverse students in today’s classrooms. This research is part of a larger state-funded grant study that created a partnership with the university and a local school district with 30 teachers completing two university courses as PD. The study examined the framework of culturally responsive teaching, effective PD, and constructivism and found that: (a) the reform PD allowed teachers to develop knowledge of strategies, but not theory for teaching ELs; (b) active learning and collective participation were supported by constructivist activities but were focused on implementing classroom strategies; (c) the connections the teachers made between the PD and their ELs were limited to language background needs with minimal inclusion of culturally responsive pedagogy and second language acquisition (SLA) theory in PD discussions; and (d) external factors impacted the duration and the content focus of the PD. The effectiveness of the PD remained at a surface level with a focus on the implementation of classroom practices rather than conceptual understanding to create change. The study argues that in order for even well-designed reform models of PD to create sustained instructional change, there must be inclusion of deeper conceptual understanding of SLA and culturally responsive teaching.