Coaching Teachers of Multilingual Learners Using the REAMS Framework
Keywords:
COVID-19 pandemic, insolvency, wage claims., Multilingual learners, Teacher coaching, Professional development, Sheltered English instruction, Immigrant educationAbstract
This article presents a framework for coaching teachers of multilingual learners, focusing on a three-year professional development project in a linguistically diverse high school. The author introduces the REAMS (Recognition, Engagement, Action, Means, Support) framework, adapted from the ProSci ADKAR® change management model, to guide individualized teacher coaching. The study employs practitioner action research methodology, involving collaboration between a university researcher, classroom teachers, and the school principal. The project aims to prepare teachers to understand and address the needs of immigrant students learning English as an additional language. The article discusses emergent findings from the first year, highlighting the experiences of two teachers with contrasting backgrounds and approaches. Key outcomes include increased teacher awareness of multilingual students’ needs, improved instructional strategies, and enhanced self-reflection. The author emphasizes the importance of sustained, context-specific professional development in supporting teachers of multilingual learners. The REAMS framework is presented as a systematic approach to fostering change and empowerment in educational settings, with potential implications for improving academic outcomes and cultural integration for immigrant students.
References
G. Anderson, K.G. Herr, A.S. Nihlen (2007) Studying your own school: An educator's guide to practitioner action research.
M. W. Apple (2014) Official knowledge: Democratic education in a conservative age.
K. Ball (2024) The ADKAR advantage: Your new lens for successful change.
J. Bolter (2022) Immigration has been a defining, often contentious, element throughout U.S. history. https://www.migrationpolicy.org/article/immigration-shaped-united-states
B. Brice (2022) Why English should be the official language of the United States. https://www.washingtontimes.com/news/2014/dec/31/why-english-should-be-official-language-united-sta/
A. Budiman (2022) Key findings about U.S. immigrants. https://www.pewresearch.org/?p=290738
M. R. Coady (2020) Rural English learner education: A review of research and call for a national agenda. 49(7), 524-532.
J. Crawford (2010) Frequently asked questions about official English. www.elladvocates.org/documents/englishonly/OfficialEnglishFAQ.pdf
J. Cummins (2008) BICS and CALP: Empirical and theoretical status of the distinction. 71-83.
J. Cummins (2000) Language, power, and pedagogy: Bilingual children in the crossfire.
K. M. DeWalt (2015) Participant observation. 251-292.
S. Dietrich, E. Hernandez (2022) Language Use in the United States: 2019 – American Community Survey Reports. https://www.census.gov/library/publications/2022/acs/acs-50.html
J. J. Echevarria, M. J. Vogt, D. J. Short (2007) Making content comprehensible for English learners: The SIOP model.
P.A. Edin, P. Fredriksson, O. Aslund (2003) 118(1), 329-57.
A. Egalite (2024) What we know about teacher race and student outcomes: A review of the evidence to date. 24(1), 42-49.
M. Fawcett, D. Watson (2016) Learning through child observation.
O. García, J. A. Kleifgen, L. Falchi (2008) From English language learners to emergent bilinguals.
P. Gibbons (2014) Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom.
R. Hess (2023) What Is the Role of Instructional Coaches?. https://www.edweek.org/leadership/opinion-what-is-the-role-of-instructional-coaches/2023/10
J. Knight (2021) The definitive guide to instructional coaching: Seven factors for success.
S. D. Krashen (1982) Principles and practice in second language acquisition.
L. C. Moll, C. Amanti, D. Neff, N. Gonzalez (1992) Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. 31(2), 132-141.
F. Naiditch (2022) Beyond schooling: Push and pull strategies to integrate immigrants in the community. 7, 1-12.
M. J. Schleppegrell (2020) The knowledge base for language teaching: What is the English to be taught as content?. 24(1), 17-27.
D. Short (2002) Language learning in sheltered social studies classes. 11(1), 18-24.
C. P. Williams (2023) America's missing bilingual teachers. https://tcf.org/content/commentary/americas-missing-bilingual-teachers/#:~:text=But%20U.S.%20Census%20data%20show,21%20percent%20of%20U.S.%20children.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Authors and Global Journals Private Limited
This work is licensed under a Creative Commons Attribution 4.0 International License.
