“Jump in Any Time”: How Teacher Struggle with Curricular Reform Generates Opportunities for Teacher Learning

ABSTRACT

With the emergence of new academic demands created by curricular reforms such as the Common Core State Standards (CCSS), policy makers and educators have recognized that the linguistic complexity of new curricula requires greater coordination of instructional efforts in teaching English language learners (ELLs). However, the literature has yet to explore what such collaborative efforts look like in classroom settings as teachers engage in teaching new curricula to diverse learners. In this qualitative study, we examine the collaborative interaction and learning of one fourth grade teacher and her English for speakers of other languages (ESOL) colleague as they implemented their district’s new CCSS-based English/language arts curriculum. The authors found that the teachers’ work simultaneously involved struggle and opportunity for learning as they engaged with new curricular demands. Findings from this study point to the need for further research into teachers’ collaborative practices around curriculum reform as opportunities for situated teacher learning.

KEYWORDS:

• Curriculum reform
• English language learners
• teacher collaboration
• teacher learning
• teacher struggle

Notes

1. We used the following transcription conventions: Square brackets, italicized [] contextual comments; Square brackets, not italicized [] transcriber’s comments, not transcriptions; Dashes —
overlapping speech; Italics emphasis; Ellipses … text omitted.

Additional information

Notes on contributors

Megan Madigan Peercy

Megan Madigan Peercy is an Associate Professor of Language, Literacy, and Social Inquiry in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland. Her research focuses on the preparation and development of teachers throughout their careers, as they work with linguistically and culturally diverse learners. Her recent work appears in venues such as Teaching and Teacher Education, TESOL Journal, Professional Development in Education, Teacher Education Quarterly, and Teachers and Teaching: Theory and Practice.

Melinda Martin-Beltrán

Melinda Martin-Beltrán is an Associate Professor of Language, Literacy and Social Inquiry in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland. Her research seeks to understand and transform educational contexts and practices that can foster multilingualism and lead to greater educational equity for culturally and linguistically diverse students. Her recent publications have appeared in the International Educational Research Journal, International Multilingual Research Journal, The Modern Language Journal, Linguistics and Education, Language, Culture and Curriculum, Critical Inquiry in Language Studies, TESOL Journal, and Teachers and Teaching: Theory and Practice.

Bedrettin Yazan

Bedrettin Yazan is an Assistant Professor of educational linguistics in the Department of Curriculum and Instruction at the University of Alabama, Tuscaloosa. His research is focused on language teacher learning and identity development, language policy and planning, teaching English as an international language, and collaboration between ESL and mainstream teachers. His recent work has appeared in such scholarly venues as Critical Inquiry in Language Studies, Language Policy, ELT Journal, Current Issues in Language Planning, and The Qualitative Report.

Megan DeStefano

Megan DeStefano is a doctoral candidate in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland. Her primary areas of research related to the teaching and learning of English Language Learners are cross-age peer learning, teacher collaboration, and novice teacher preparation. Her recent research appears in TESOL Journal and Professional Development in Education. She is a former elementary ESOL teacher.