| The purpose of this research project was to facilitate a professional collaborative group of faculty to lean more about the relationship between the participants as we focused on ways to improve English language learners' (ELLS) comprehension development at the primary and middle school level utilizing two research based strategies, think-alouds and concept webbing. The participants and the researcher used preselected reading material to guide our collaborative group sessions. Qualitative data was gathered from the transcripts of the collaborative group sessions, notes from the five minute reflections, on-site observations, and audio taped interviews as parts of the data. Quantitative data was gathered from the ELLS' rubrics and Intial BES-PDS Survey (Mantero, 2005) instrument. The research study was modeled after Phase I of Hilda Borko's (2004) model for effective professional development and was focused on two areas: (1) the relationship between the collaborative professional development and teachers implementation of think-alouds and concept webbing strategies with ELLS: and (2) the relationship between the participants use of the research based strategies and the influence on comprehension development of the limited English-proficiency student.;In this study, literature on professional collaborative learning communities and ELLs within a sociocultural framework was explored. Themes emerged within this study that included (1) a sense of appreciation and awareness of differences between various grade levels, and (2) an awareness of culture itself in relation to the ELLS and the instruction of the ELLS. The findings from this study add to the body of knowledge regarding ongoing professional collaborative groups sessions as well as to the body of knowledge about comprehension development with ELLs. |
