Faculty Publications
Understanding the Work of Professional Learning Communities for English Language Learner Teachers: Possibilities and Limitations From Two Urban High Schools
Document Type
Article
Keywords
emergent bilingual, equity, professional learning community, teacher expertise, teacher learning
Journal/Book/Conference Title
Journal of Education
Abstract
The collaboration and learning of high school English language learner (ELL) teachers is an overlooked aspect of policy and research regarding the opportunities and outcomes of emergent bilingual (EB) students. In order to better understand the work of ELL teachers, this study examined their participation in an important setting: the professional learning community (PLC), a space with potential for promoting more equitable student outcomes. Analysis of ELL teachers’ participation in PLCs at two urban high schools, and the topics addressed in PLC meetings, provides implications for teacher and student learning, and reinforces the significance of ELL teacher expertise.
Department
Department of Languages and Literatures
Original Publication Date
1-1-2024
DOI of published version
10.1177/00220574231225446
Recommended Citation
Fones, Aliza, "Understanding the Work of Professional Learning Communities for English Language Learner Teachers: Possibilities and Limitations From Two Urban High Schools" (2024). Faculty Publications. 5650.
https://scholarworks.uni.edu/facpub/5650
