The effects of professional practice of a systematic approach to the professional development of ESL teachers in the area of writing

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Kelly Kristina Hales (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Carl Lashley

Abstract: The exponential increase of English Language Learners (ELL) in the United States has resulted in the implementation of effective instructional programs addressing language acquisition and academic content in local school systems. The purpose of this study was to explore the impact of professional development on five ESL teachers' lesson design and delivery as they converted the knowledge and skills gained in their professional development specific to the area of Writing. A phenomenological case study was used to gain insight into teachers' perspectives of their experiences as participants in ESL professional development and how the knowledge and skills acquired during the professional development translated to the lesson design and delivery impacting student outcomes. Data were gathered during individual interviews and group professional development sessions and aggregated student data. Analysis of the data resulted in the multiple conclusions. When teachers used appropriate and a wide variety of instructional strategies that were based in the research-proven framework, Sheltered Instruction Observation Protocol (SIOP), students typically experienced positive growth in Writing. Writing cannot be taught in isolation because it is a component of Literacy. Therefore, through systemic approaches to Writing and writing in each content area, students gain the skills and knowledge to write as a way to communicate their content understanding. Teachers' instruction improved based on the professional development in which teachers participated addressing their individual areas of development. This systematic approach to differentiated professional development influenced the ESL teachers' lesson delivery and ultimately student outcomes.

Additional Information

Language: English
Date: 2013
ESL Teachers, Phenomenological case study, Professional development, Sheltered Instruction Observation Protocol(SIOP), Writing
English language $x Study and teaching $x Foreign speakers $v Case studies
English language $x Rhetoric $x Study and teaching $v Case studies
English teachers $z United States $v Case studies

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