Teachers’ perceptions of a mentoring cohort model in a program leading to certification to teach English language learners

ABSTRACT

This study focused on the perceptions of in-service general education teachers who completed a cohort mentoring program leading to certification in English as a Second Language (ESL) at a large, urban university. Based on interviews with 19 members of a cohort of 28, participants valued both the support and augmented skills-development the mentoring element afforded and the supportive, collaborative environment provided by the cohort model. Many also reported that the ESL-targeted strategies they learned were helpful in teaching all student populations and that program participation contributed to their increased involvement in leading professional development and, for some, to their intention to seek administrative roles. Based on these findings and the literature reviewed, the program examined may represent a model that can help to meet the demonstrated need for more trained ESL teachers in U.S. schools and can contribute to developing school leaders.

KEYWORDS:

• Mentoring
• English language learners
• cohort model
• certification
• teacher training
• professional development

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Audrey Figueroa Murphy

Audrey Figueroa Murphy, Ed.D., is an Associate Professor of TESOL and Bilingual Education at St. John's University, and currently serves as the coordinator of this program. Her research focuses on the models and methods of multilingual instruction, the use of art and aesthetics within these programs, and the impact of educational initiatives on ESL/ Bilingual teachers and their students.

Elizabeth Haller

Elizabeth Haller, Ed.D. is an adjunct professor at St. John's University within the TESOL program. Her publications include a chapter on supporting inclusive classrooms, with current research focusing on the effect of the standards movement on students with disabilities and English language learners.

John Spiridakis

John Spiridakis serves as Professor of Graduate level education programs in Teaching English to Speakers of Other Languages (TESOL) and Bilingual Education at St. John's University, and is currently the Chair of the Department of Education Specialties in the School of Education. His research focuses on TESOL, Bilingual Education Heritage Language and Education Law.