Teacher Inquiry and English Learners: The Tensions of Inquiry, Direct Instruction, and Learning

Abstract

This article explores the tensions surrounding teaching linguistically diverse students that are illuminated during a teacher inquiry group that has an explicit focus on working with English learners (ELs). The discussion is focused on the tensions teachers encounter when trying to make sense of the complexity of working with large numbers of ELs and the tensions the facilitator encounters in facilitating such a group. These data suggest teacher inquiry can play a role in both surfacing constructive tensions and ultimately supporting teachers in teaching linguistically diverse students.

ACKNOWLEDGEMENTS

I would like to thank Anna Richert for her support and insights with this article.

Notes

¹ For the purposes of this paper, students who are learning English as their second language will be referred to as English learners (ELs). This is the designation that is used in the school district where the teachers in the group work. It is important to acknowledge however, that the term “EL” does not capture the immense diversity of this group of students nor does it capture the diversity of the ELs the teacher inquiry group was focusing on.

² Redesignation refers to the process of ELs being labeled as limited English proficient (LEP) to fully English proficient (FEP). In the district where the teachers in this group work, redesignation can occur under three conditions: teacher recommendation, a score of proficient or higher on the state’s standardized test, and a score of 4 or higher on the state’s language proficiency exam.

³ Long term ELs students refer to the group of ELs who have been in US schools for over six years without being redesignated.