Title of Project:
A Quest to Prepare English Language
Teachers for Diverse Teaching Settings
Researcher:
Ali Fuad Selvi
University of Maryland, College Park
alifuad@umd.edu
Research Supervisor:
Dr. Megan Madigan Peercy
Ali Fuad Selvi
Summary:
Fueled by present-day globalization and influx of migration, the unprecedented global
demand for English language necessitates the provision of high-quality education for English
language learners across the world. This picture places English language teaching at the top of
the educational agenda in both English-speaking and non-English-speaking countries. As a result
of this critical prominence of the global English language teaching enterprise, the need for
preparing all language teachers (teacher-learners coming from a range of ethnolinguistic,
cultural, racial age, backgrounds with various past teaching, learning and educational experience)
for diverse teaching settings in the U.S. and international contexts is more pivotal than ever. The
current research study sheds an important light on this need by adopting a TESOL teacher
education department and its three MATESOL programs as a research context, and by providing
a multifaceted exploration of how program components provide affordances and constraints in
developing a knowledge base for ethnolinguistically diverse teacher-learners to work effectively
with English language learners in diverse teaching contexts.
More specifically, the current research project is a holistic descriptive case study utilizing
quantitative and qualitative analyses to explore the perceptions of
(a) an ethnolinguistically diverse group of teacher-learners who were enrolled in,
(b) an ethnolinguistically diverse alumni who graduated from, and
(c) instructional faculty teaching in three MATESOL teacher education programs
housed in a large, research-intensive university located in a bustling metropolitan area in the
mid-Atlantic United States. The data collection sources included questionnaires, a series of semistructured, in-depth interviews, classroom observations, and programmatic documents. The
current study primarily draws upon sociocultural perspectives and more specifically utilizes
Activity Theory as an analytical organizing framework to examine the complex interrelations
among the participants, and to identify existing institutionalized tensions and contradictions
among systemic components in the activity system under scrutiny.
Activity theoretical analysis of individual and programmatic efforts towards preparing
teachers for diverse teaching settings in the U.S. and international contexts brought together
three interrelated results that highlight an increased need for
(1) diversification and dynamic re-orchestration of programmatic efforts,
(2) reimagining distributed agency, and partnerships, and
(3) developing practicum alternatives.
The study underscores the urgency of embracing the critical need, role and importance of
English language teacher education, re-examining the current efforts in our quest to prepare all
teachers for diverse teaching settings.
One of the important highlights of the present study is a wider recognition of the
heterogeneity of the current and graduated teacher-learners who bring a range of identities,
orientations (both at the time of entering, during, and after graduating from their respective
programs), and post-program aims. Recognizing such a plethora of orientations was important
for several reasons: First, it is absolutely important to acknowledge and embrace the complex
and multifaceted image of the MATESOL student. It is accepted that behind any pedagogical
decision is an image of prototypical students, also known as imagined audience, which embodies
a set of assumptions regarding the profile of students, such as their background, their (lack of)
knowledge, their needs and their ultimate aim upon graduation (Matsuda, 2006). This study was
important in terms of demonstrating that MATESOL students are not monolithic, and neither are
their (sometimes conflicting) perspectives on how teacher education for diverse teaching settings
should look. Second, it is also important in terms of understanding the multiplicity of factors and
reasons behind teacher-learners’ rationale for enrolling in their respective programs, as well as
what they would like to attain from their programs. When seen in tandem, the multifaceted
picture of MATESOL students, their diverse orientations for enrolling in their programs, and
their professional aims upon graduation, necessitate diversification and dynamic re-orchestration
of programmatic efforts.
The study presents a series of recommendations for diversifying teacher education
practices and developing a shared accountability in teacher preparation for diverse teaching
settings and contexts. These recommendations have two-fold importance in shaping teacher
education research and policies: first, they showed the consequences and implications of the
overemphasis of these three programs on the U.S. teaching context, which stemmed from
pressing top-down forces such as the State’s influence, the notion of accountability to
NCATE/TESOL program standards, and accreditation requirements. It also emerged from
bottom-up factors related to the availability of resources to the TESOL Unit, such as staffing,
professional expertise, and experience of instructional faculty. The presence and influence of
these multiple mechanisms translate into the need for more institutionalized acknowledgment of
and preparation for contexts and settings beyond the K-12 public school setting in the United
States. Second, building upon teacher-learners’ interest in preparation for diverse teaching
settings, the present study highlighted the importance and necessity of expanding and
diversifying the scope of the programmatic efforts and development.
Significant improvements and developments at curricular and policy levels lie ahead of
MATESOL programs for the purposes of transforming preparation practices for a teacher
workforce who will strive to meet the culturally, linguistically and academically diverse needs of
ELLs in diverse teaching settings in the U.S. and international contexts. These recommendations
include
(1) more rigorous accountability for preparing ESOL teachers for diverse teachings in the
U.S. and international contexts,
(2) diversification of programmatic efforts,
(3) promotion of distributed agency and partnerships among stakeholders in these
programs,
(4) greater emphasis on field-based experiences interwoven with academic programs, and
(5) community-based professional opportunities to expand the knowledge base of ESOL
teachers to encompass effective practices in diverse teaching settings.
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