Meeting the Needs of Culturally Diverse Learners
In the state of Kansas, large-scale agri¬business and industrial sectors have more recently created a human pipeline that channels immigrant laborers directly into the region from Mexico and Central America. This rapid influx of immigrant families has created some educational challenges and opportunities, and left school districts struggling to provide effective education to a constantly growing number of English language learners (ELLs) with limited English proficiency (LEP). This rapid introduction of a significant number of LEP students into school districts creates tremendous challenges and opportunities for educators and students alike. This case study presents successful evaluative measures and feedback procedure in the operation of a professional development project implemented to improve the teaching and learning for ELLs in the state of Kansas. The project aligns evaluation and assessment with goals, objective, and activities. Summative and formative evaluative measures of the project allow for triangulation of feedback used for continuous improvement of the project examined in this case study. The project evaluation methodology includes both quantitative and qualitative designs to examine process and outcome data. Process data will answer questions such as: What did the participants learn?; How do they apply what they have learned?; What are the resulting changes in teaching and learning?; What features of professional development contributed most to improving or changing patterns of instruction to support/accommodate the learning of LEP students?; Which innovative supports, services, and strategies were key to the success of the project?; and What features of the professional development contributed most to increase teachers’ proficiencies in teaching to ESOL and content standards?
||Evaluative Measures, Feedback Procedures, Improving Teaching and Learning for English Language Learners, Ongoing Professional Development
International Journal of Diversity in Organizations, Communities and Nations, Volume 8, Issue 5, pp.153-160.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 602.408KB).
Associate Professor, School Leadership and Secondary/Middle School Education, Emporia State University, Emporia, Kansas, USA
Nancy Albrecht is an associate professor in the department of School Leadership and past director of admissions for teacher education at Emporia State University in Emporia, Kansas. She has been a high school principal and classroom teacher including teaching experience in Europe. Nancy has presented internationally, at national conferences, as well as state and local presentations. Her doctorate and masters degrees are both in educational leadership. She serves on a local Board of Education and works with teachers and students to improve student achievement. Areas of research include: Collaboration and Reflective Practice for Faculty Professional Development; Transformational Professional Development, Building Learning Communities, and Improving Teaching and Learning.
Associate Professor of TESOL and Applied Linguistics, Director of TESOL Teacher Education Programs at Emporia State University, Modern Languages, Emporia State University, Emporia, Kansas, USA
Dr. Abdelilah Sehlaoui, Associate Professor of TESOL and Applied Linguistics, Director of TESOL Teacher Education Programs at Emporia State University (taught and directed the program since 1999). Dr. Sehlaoui is fluent in Spanish, French, Arabic, and English. He has a good knowledge of effective ESOL/multicultural scientifically-proven strategies for P/K-12 grade level; classroom experience in elementary, secondary, post-secondary/higher education classroom teaching with commitment to ensuring that all children, regardless of background, have the chance to succeed; previous administration/leadership experience; familiarity with rural and urban communities and their issues; extensive travel in the United States and other countries; first generation immigrant to the United States; experience in facilitating large-scale systemic reform; experience with educational technology and online learning; recipient of Emporia State University President’s Leadership in Diversity Award. Who’s Who Among International Scholars award recipient; nominated to the Wall of Tolerance by Rosa Parks and Morris Dees from the Southern Poverty Law Center; invited to present at the Oxford Round Table International Conference and to edit a special issue of the international journal “Language, Culture, and Curriculum” on language resources in the USA ; published in various international journals. Research interest centers around the effectiveness of teacher education on student learning, the development of cross-cultural communicative competence in ESL/EFL teachers, Computer-Assisted Language Learning and National Professional Development grant related research; community leader; local school district strategic planning committee member; refugee resettlement committee member and other national and international professional organizational memberships.
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