https://orcid.org/0000-0003-1175-648X
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ABSTRACT
This paper reports on a qualitative study of 13 bilingual paraprofessionals at a university in the USA enrolled in a second language acquisition class that was part of a professional development programme. Drawing on socio-cultural theory, the study focused on documenting how the paraprofessionals negotiated the academic demands of a hybrid online second language acquisition class. Data collection was conducted in 2017 and then again in 2019 following completion of the professional development programme. Data was gathered through classroom assignments, a professional journal, and semi-structured interviews. Findings detail the ways in which and the conditions necessary for bilingual paraprofessionals to connect their own professional and personal experiences learning and teaching a second language to professional development. Classroom activities which provide a space for students to pair personal experiences with the academic were key. Suggestions for practice during professional development are offered.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Shawn G. Pennelle
Shawn Pennell has been in education for the past fifteen years. She has taught in K-12 and higher education as well as educational administration. Her work on educational grants in ELA, STEM, and educational technology have been transformative to both her and the community she serves. She is currently working on her Ph. D. In Educational Leadership.
R. E. Case
Rod E. Case is an associate professor of TESOL at the University of Nevada, Reno. His research interests are in second language acquisition and pragmatics as well as cognitive linguistics.
G. Williams
Gwendolyn Williams is an associate professor of TESOL at Auburn University. Her interests and research are in teacher education and content-based language instruction.