| The number of students who are English language learners (ELLs) in our schools has been growing on an average annual rate five times that of the total enrollment for over a decade. It has been estimated that by the year 2026, non-White and Hispanic students will make up 70% of the K--12 total student population. Although the non-native English speaking student population is increasing yearly, few teachers have been formally trained to meet their needs. Therefore, there is a great need for training all teachers to be qualified to work with ELLs.;This study, conducted during the 2003--2004 school year in a Northwest Arkansas school district, used a mixed methods approach to provide evidence of the impact of a 12-day English as a Second Language (ESL) professional development program on teacher practice. The quantitative instrument used was a questionnaire while a case study, open-ended survey questions, semi-structured interviews, document collection, and a researcher journal lent themselves to the qualitative methods.;Analysis of the data revealed four central findings: (a) Teachers had a greater understanding of second language acquisition theory; (b) Participants demonstrated the methodology of increasing comprehensible input through the use of visuals, diagrams, graphic organizers, and pre-teaching vocabulary; (c) The ESL Project, a self-designed classroom application project, was a key dimension to the learning process; and (d) Critical self-reflection was an important element to understanding classroom practice. A cycle of validation, application, and reflection emerged indicating that learning is an active process in which learners construct new ideas based upon their current/past knowledge. A majority of the teacher participants stated that the training was overwhelmingly intense and they would have preferred to have taken the courses over a period of time with follow-up sessions related to their content and grade levels.;It was concluded that even though the program initiative affected teacher practice, professional development participants would benefit from on-going training, differentiation in the delivery of the material presented, an observational classroom feedback component, encouragement and support with collaborative efforts at the building level, and time for critical self-reflection to facilitate personal and professional change. |
