The University of Kansas (Juniper Gardens Children's Project) in Collaboration Kansas State University (ESL/Dual Language Program, School of Education )

ABSTRACT

Today's social reality requires that educators face the challenge of teaching culturally and linguistically diverse students in classrooms throughout the United States School districts which never before instructed large numbers of english language learners) now find that they must address a rapidly growing student population with unique language skills, learning styles and instructional needs. However, as the number of English language learners entering school has increased, the number of teachers trained in ESL (English as a second language)/bilingual education has not kept pace with the increase. It is imperative, therefore, that institutions of higher education (IHE) and school districts collaborate to prepare and adequately support teachers as they strive to help all students meet high academic standards.

LAS ESTRELLAS proposes to implement and disseminate a research-based professional model targeting secondary teachers serving, and develop curricula for professional development programs for pre-service and in-service teachers. Sixty teachers from three high schools in eastern and central Kansas will be recruited to complete a program leading to certification in ESL. Videotapes of teachers' lessons will be analyzed to (1) determine whether what teachers are learning is influencing their teaching and (2) measure student outcomes (e.g., academic gains and English language usage).

The goals of the proposed project are to: (1) build upon practitioners' current foundation of basic skills, knowledge and areas of expertise, (2) increase teachers' knowledge of strategies and techniques, (3) provide feedback on teacher performance, and (4) link activities to measurable outcomes in student performance. Expected outcomes include: (1) improved access to effective instructional and assessment methodologies, strategies and resources specific to ELL students; (2) new competencies and essential teaching skills related to implementing local/state standards and assessments; (3) effective utilization of alternative assessments with students with diverse needs; and (4) increased parental involvement in the classroom.