Teacher Development: De facto Teacher Leaders for English Language Learners

Abstract

This qualitative study highlighted the redefinition of roles played by
secondary-level, mainstream content-area teachers involved in an English as a
Second Language (ESL) professional development (PD) program. The researchers
examined how the practice of becoming an emerging leader in ESL, a new discipline
for many teachers, was impacted by participation in an intensive 18 month ESL PD
program. Specifically, this case study focused on the participants‘ ability to translate
newly acquired multicultural competence, second language acquisition, and ESL
teaching strategies into training sessions for their content-area colleagues. The
reflective statements from teacher participants following the delivery of what is
termed 'turnaround training‘ revealed that the teachers experienced changes in
professional self-concept both as teacher leaders and as advocates for English
Language Learners (ELLs). This shift of teacher as leader benefits both teacher and
student, according to Barth (2011) as teacher leaders experience less isolation, have
more professional satisfaction for improving their schools and increased reflection
about their practice. This work found that through PD, teachers‘ roles shifted from
not just content expert but also to ELL expert and, indeed, advocate of ESL students.