Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers

1. Transforming the Interconnections between Literacy Teachers, ELL Teachers, and Classroom Teachers LRA Conference December 2013 Dr. Kena Avila Linfield College kavila@linfield.edu

2. Big Idea • ELL students need their teachers to weave together language, literacy, and content by advocating for time to engage in effective and productive collaboration with an awareness that challenges the dominant discourses that isolate teachers of ELLs.

3. Goals & Agenda

4. Demographic Trends EDUC 340 SIOP Ch. 1 Introduction

5. Background on English Learning • Demographic Trends • The states with the fastest-growing limited English proficient student populations are: • North Carolina • Colorado • Nevada • Nebraska • Oregon • Georgia • Indiana ALL HAD 200% increases between 1993-2003. EDUC 340 SIOP Ch. 1 Introduction

6. Achievement Gaps EDUC 340 SIOP Ch. 1 Introduction

7. The Six Blind Men and the Elephant What are the parts of the elephant for ELL students?

9. ELLs have Multiple Teachers Throughout Their Day

10. Methods and Data Sources Qualitative Design Approach= transcribed interviews, field notes, and transcription of focus groups. Grounded Theory: An inductive method that examined the themes that emerged from teachers’ experiences, insights, and viewpoints (Clarke, 2005).

11. Analysis • Discourse Analysis: • Gee (2011) • Context as a Reflexive Tool • “Speech creates or shapes (possibly manipulates) the context.” • Situational Analysis • Clarke (2011) • Multiple mapping and saturation of data

12. The Isolation of Teachers of ELLs

13. Creese Tic-Tac-Toe

15. Robert Linquanti, 2012, Project Director for EL Evaluation WestED

16. The Need for Collaboration “The theory of action embedded in the Framework does not view the ELP standards as a bridge to first cross before acquiring the CCSS and NGSS, but as partnerstandards articulating practices, knowledge, and skills students need to have to access the CCSS and NGSS” (Council of Chief State School Officers et al., 2012).

17. ELPA-21

18. Big Idea • ELL students need their teachers to weave together language, literacy, and content by advocating for time to engage in effective and productive collaboration with an awareness that challenges the dominant discourses that isolate teachers of ELLs.

19. Confronting an Allocation of Effective Time Together

20. Confronting an Allocation of Effective Time Together

21. The Need For Time “Leaders need to provide time for teachers to study texts, tasks, and assessments, and to examine student work products at different levels of English proficiency in collaboration with content, ELD, and literacy experts” (Santos et al., n.d., p. 9). Effective and productive collaboration cannot happen during teachers’ prep or transition time.

22. Write down 3 words that describe collaboration

23. Confronting An Idealistic Perception of Collaboration

24. Confronting An Idealistic Perception of Collaboration

25. Isolation versus Collaboration “No longer can ESL teachers sit back and deliver isolated skill lessons to their ELLs in vocabulary, grammar, reading, and writing” (Honigsfeld, 2010, p. 29).

26. Idealistic Versus Complex Perceptions of Collaboration “In their optimism about caring and supportive communities, advocates often underplay the role of diversity, dissent, and disagreement in community life, leaving practitioners ill-prepared and conceptions of collaboration underexplored.” (Achinstein, 2002, p. 421)

27. Write down 3 More words that describe collaboration

28. Confronting a Lack of Awareness Regarding Status and Power

29. Confronting a Lack of Awareness Regarding Status and Power

31. What do You Think?

32. “Bi-discoursal people are the ultimate sources of change. They are prepared to seek out alternative ways of viewing the world in which relations of power can be disrupted and reconfigured” Miller-Marsh (2002). In your own words define “bi-discoursal”

33. While what may seem an obvious remedy for teachers to simply collaborate, it becomes more multifaceted as we take into account • dominant discourses that isolate teachers, • complex models of collaboration, and the • sociocultural factors of Power & status • that impact the education of ELLs. We need to strive to expand our identities and perspectives in order to become one of Miller-Marsh’s (2002 ) “Bi-discoursal people”.

35. Big Idea • ELL students need their teachers to weave together language, literacy, and content by advocating for time to engage in effective and productive collaboration with an awareness that challenges the dominant discourses that isolate teachers of ELLs.