Preparing teachers to work with english learners: exploring the potential for transformative learning in an online enlgish as a second language for educators course

2012·2 MB·English

by  Dewing, Stephanie E.

PREPARING TEACHERS TO WORK WITH ENGLISH LEARNERS: EXPLORING
THE POTENTIAL FOR TRANSFORMATIVE LEARNING IN AN ONLINE
ENGLISH AS A SECOND LANGUAGE FOR EDUCATORS COURSE
by
Stephanie E. Dewing
B.A., Teaching of Spanish, University of Illinois, 1998
M.A., Teaching of English to Speakers of Other Languages, University of Illinois, 2003

A thesis submitted to the
Faculty of the Graduate School of the
University of Colorado in partial fulfillment
of the requirements for the degree of
Doctor of Philosophy
Educational Leadership and Innovation
2012
This thesis for the Doctor of Philosophy degree by
Stephanie E. Dewing
has been approved for the
Educational Leadership and Innovation
by

Mark A. Clarke, Chair
Alan Davis
Maria A. Thomas-Ruzic
Ruth Brancard
Leslie Grant

Date: April 11, 2012
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Dewing, Stephanie, E (Ph.D., Educational Leadership and Innovation)
Preparing Teachers to Work with English Learners: Exploring the Potential for
Transformative Learning in an Online English as a Second Language for Educators
Course

Thesis directed by Professor Mark A. Clarke

ABSTRACT
The number of English language learners (ELLs) in the United States school
system is growing rapidly. Much of the responsibility for teaching ELLs lies with regular
classroom teachers. However, little training is being provided to help them. From a
sociocultural perspective and drawing on constructive-developmental theories of adult
learning and development, this study explores the potential for transformative learning in
a one semester online English as a Second Language for Educators course. It is argued
that if a single course is all that is required of teachers, the goal must be “transformative
learning,” defined as a change in how a person knows rather than just what a person
knows. The research questions were: 1) How did teacher candidates experience the online
ESL for Educators course, and what roles did their background and prior experiences
play? 2) What shifts in thinking took place in their understandings about working with
culturally and linguistically diverse learners as a result of their participation in the
course? 3) Which course activities, according to the teacher candidates, contributed to
transformational shifts in thinking, and what role did the online learning environment
play? Drawing from both qualitative and quantitative data, the study describes in depth
the experiences of six adult learners (four females and two males ranging in age from late
20’s to early 50’s), including their backgrounds, prior experiences, teaching context and
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life circumstances during the time of the study, reported changes in understandings about
linguistic diversity based on course participation, and epistemological tendencies (sources
of authority, senses of self, ways of knowing). The data revealed evidence of shifts in
thinking about the education of ELLs, which often emerged as a result of their
participation in the field experiences. However, the results also suggest that this particular
learning context was not ideal for fostering development and transformational learning.
This study calls into question the reasonableness of expecting a one semester online
course such as this to adequately prepare educators to work effectively with ELLs. Issues
for course and program revision are explored.

The form and content of this abstract are approved. I recommend its publication.
Approved: Mark A. Clarke
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DEDICATION
I dedicate this work to my husband Rob, my three children: Zach, Chloe and
Olivia, and my parents: Steve and Michele. Rob is my best friend and without his
continued support and encouragement, I would not have been able to do this work. Zach,
Chloe, and Olivia inspire me every day to work hard, keep smiling, and enjoy every
precious moment along the way. And finally, I could not have done any of this without
my parents who have shown me the value of education throughout my life and have
supported me in countless ways over the years. Without them, I would not be doing what
I love to do today.

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ACKNOWLEDGMENTS
I would like to thank the participants in the study for their time and effort. It is
through their openness and willingness to share their stories with me that I was able to
learn so much. They are the voices and true authors of this piece of work. I would also
like to thank my advisor, Mark Clarke, and my committee members: Alan Davis, Mia
Thomas-Ruzic, Leslie Grant, and Ruth Brancard for the countless hours they spent
reading my drafts, providing me feedback, and helping me shape my identity as an
educational researcher. Their voices, too, are represented in this dissertation. Finally, it is
important to thank the members of the Lab of Learning and Activity, both past and
present, who acknowledged my initial position as a legitimate peripheral participant and
helped guide me slowly, but surely to becoming a fully contributing member of that
community of practice. In my heart, I will always be a member of LoLA.
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TABLE OF CONTENTS
CHAPTER
1. INTRODUCTION ........................................................................................................ 1
Study Setting ........................................................................................................... 3
Purpose of the Study ............................................................................................... 4
Contribution of Study ............................................................................................. 4
Overview of Chapters ............................................................................................. 5
2. THEORETICAL FRAMEWORK AND LITERATURE REVIEW ............................ 6
Learning and Development Goals for Course ........................................................ 6
Theoretical Framework ........................................................................................... 7
Sociocultural Perspectives .......................................................................... 7
Constructive-developmental Theory ........................................................... 8
Ways of Knowing and Transformational Learning .................................... 9
Perry’s Scheme of Intellectual Development .................................. 9
Women’s ways of knowing ............................................................ 10
Drago-Severson and becoming adult learners ............................. 11
Baxter Magolda and self-authorship ............................................ 12
The Role of Prior Experiences in Adult Learning and Development ....... 13
Kegan’s Subject-Object Relationship ....................................................... 14
Identity and Learning in Practice .............................................................. 14
Field experiences .......................................................................... 17
The Role of Reflection in Adult Learning and Development ................... 18
Summary of Theoretical Framework and Literature Review ............................... 21
3. METHODS ................................................................................................................. 23
Purpose of Study ................................................................................................... 23
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Research Questions ............................................................................................... 23
Research Site ......................................................................................................... 24
Online ESL for Educators Course............................................................. 24
Research Participants ............................................................................................ 25
The Teacher Candidates ............................................................................ 25
The Instructor ............................................................................................ 27
The Researcher.......................................................................................... 28
Data Collection ..................................................................................................... 29
Questionnaires and Surveys ...................................................................... 29
Interviews .................................................................................................. 31
Activity Impact Questionnaires ................................................................ 33
Online Discussions, Assignment Write-ups and Reflections ................... 34
Data Analysis ........................................................................................................ 34
4. SNAPSHOTS: GLIMPSES INTO RESULTS OF DATA ......................................... 38
Finding One .......................................................................................................... 39
Prior Understandings ................................................................................ 39
Prior knowledge ............................................................................ 39
Prior training ................................................................................ 41
Prior experience with other cultures ............................................ 42
Interest versus confidence in teaching ELLs ................................ 42
Prior Attitudes and Beliefs ........................................................................ 44
Summary of Finding One.......................................................................... 48
Finding Two .......................................................................................................... 48
Change in Reported Knowledge of ELL Issues ........................................ 48
Change in Reported Level of Interest in Having ELLs in Class............... 50
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Change in Reported Level of Confidence to Teach ELLs ........................ 51
Change in Teaching Practice: Kathy and Patricia ..................................... 53
Sharing new knowledge with other educators .............................. 54
New Understandings about the Education of ELLs .................................. 56
Importance of teaching both content and language ..................... 56
Role of native language ................................................................ 56
Change in Attitudes and Beliefs ............................................................... 57
Change in LATS scores ................................................................. 57
Change in feelings of empathy ...................................................... 59
Change in awareness of local ELL population. ............................ 61
Summary of Change ................................................................................. 62
Finding Three ........................................................................................................ 63
Activity Impact Questionnaire .................................................................. 63
Field assignments.......................................................................... 64
Journals and reflections ................................................................ 69
Textbook: Sheltered content instruction ....................................... 70
ESL for Educators’ Ability to Prepare TCs to Teach ELLs ..................... 71
Summary of Course Activity Impact ........................................................ 71
Finding Four.......................................................................................................... 71
Confidence with Online Learning ............................................................. 71
Online Participation .................................................................................. 74
Discussions of the Online Learning Environment .................................... 78
Reported Benefits of Online Learning ...................................................... 79
Convenience, flexibility and pacing .............................................. 79
Online discussions ........................................................................ 79
Reported Challenges of Online Learning ................................................. 80
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Pacing and routine ........................................................................ 80
Online discussions ........................................................................ 81
Reported Limitations of Online Learning ................................................. 82
Instructor feedback on discussion posts ....................................... 82
Conclusion of Results ........................................................................................... 83
5. PORTRAITS: NARRATIVES OF STUDY PARTICIPANTS .................................. 86
Sofia ...................................................................................................................... 87
Background ............................................................................................... 87
Teaching Experience ................................................................................. 89
Beliefs and Understandings about Linguistic Diversity ........................... 90
Reported Changes as a Result of Course Participation ............................. 91
Specific Reactions to Course Activities .................................................... 92
Transition between Figured Worlds.......................................................... 98
Struggles with Subject-Object Shifts ........................................................ 99
Challenging Assumptions and Sense of Self .......................................... 100
Ways of Knowing and Online Learning ................................................. 103
Summary of Sofia’s Experiences ............................................................ 106
Kathy ................................................................................................................... 107
Background ............................................................................................. 107
Teaching Experience ............................................................................... 109
Beliefs and Understandings about Linguistic Diversity ......................... 110
Reported Changes as a Result of Course Participation ........................... 112
Specific Reactions to Course Activities .................................................. 115
Transition between Figured Worlds and Subject-Object Shifts ............. 123
Teacher as Source of Authority and Hints of Dualistic Thinking .......... 123
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