The role of the English learner facilitator in developing teacher capacity for the instruction of English learners

Abstract

As a field, we have a limited understanding and a dearth of empirical research concerning the role of high school instructional coaches focused on English learners (ELs). This paper examines one EL facilitator’s work as an instructional coach and resource for supporting mainstream content teachers as they learn to meet the needs of adolescent ELs in one high school. This analysis is grounded within an examination of the influence of school structure and organization on the EL facilitator’s work and her role as a resource. Drawing on sociocultural learning theory, as well as literature on teacher leadership and instructional coaching, case study data from a year-long qualitative research project are analyzed. Implications for research, policy, and practice are discussed.

Keywords:

• Instructional coach
• teacher leader
• English learners
• content teachers
• qualitative case study

Notes

1. The school district’s title for individuals engaged in EL-focused instructional coaching work.

2. All names used are pseudonyms.

3. English learners (ELs), in this context, are those students whose primary language is other than English and who are not proficient in the English language. Districts assess ELs using the Washington English Language Proficiency Assessment and this determines eligibility for English language development services.

4. The principal combined the ESL and language arts teachers into one, cohesive department. This was a unique feature of the school and had been this way since the school’s inception.

5. The school used The College Board’s Advanced Placement (AP) curriculum for all students in language arts in grades 11–12.

6. Once a week, students had early release and VIHS teachers and leaders engaged in Professional Collaboration Time.

7. All students (including beginners) were included in a mainstream advisory; therefore, new arrivals sat beside native-English-speakers for this part of the day. ELs identified as ‘beginners’ were the only ELs that did not take the majority of their classes in the mainstream. Advisory was one of the classes that ensured that for part of their day, beginners would be included in a mainstream class.8. As of August 16, 2016, Dr. Russell will be affiliated with the Department of Education at Ithaca College.

8. As of August 16, 2016, Dr. Russell will be affiliated with the Department of Education at Ithaca College.