Training for content teachers of English Language Learners: using experiential learning to improve instruction^*

* Research was conducted at the Virginia Commonwealth University, Richmond, VA, USA.

Abstract

Experiential learning theory places experience at the center of learning. Kolb’s four-stage cycle of experiential learning suggests that effective learners must engage fully in each stage of the cycle – feeling, reflection, thinking, and action. This research assesses the alignment of Kolb’s experiential learning cycle with the week-long Summer Institute of Assisting, Collaborating, and Training ESL Secondary Content Teachers (ACT-ESL), the first stage of a professional development model designed to train content teachers of English Language Learners (ELLs). Qualitative and quantitative data analysis from pre- and post-surveys determined positive changes in participants’ understanding of key ELL concepts, knowledge, and understanding of instructional strategies and practices. Analysis indicated that the Summer Institute had a large effect (d > 2.00 for each scale), regardless of previous training in ELL instructional strategies. Findings show that the Summer Institute incorporated the cycle of learning and tenets of Kolb’s experiential learning theory and evidenced teacher learning.

Keywords:

• Experiential learning
• professional development
• English Language Learners
• content teachers
• ESL

Notes

* Research was conducted at the Virginia Commonwealth University, Richmond, VA, USA.

1. The contents of this paper were developed under a grant from the United States Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and the reader should not assume endorsement by the Federal government.

2. In the district in Virginia where the PD took place, schools used the WIDA ACCESS (The Board of Regents of the University of Wisconsin System 2014) to assess ELLs’ English language proficiency and the state-mandated Standards of Learning (SOLs) to assess proficiency in content areas (Virginia Department of Education 2016).

3. Consequences of schools’ failure to meet adequate yearly progress may include school transfer options for students, required supplemental services for students, corrective action for schools, and restructuring of schools (NCLB 2002; United States Department of Education 2004).