Investigating the Benefits of Curriculum-Based Readers Theatre for English Language Learners Through an Innovative Professional Learning Community Model

Professional learning communities are not commonplace in Iran and this is evidenced by the scant literature in this regard. The present study is an attempt to fill the gap in the literature. This study was conducted in the hope of evaluating a professional learning community within an English language institute in Iran to detect the threats to its survival from the viewpoints of some of the teachers and members of the board of studies. The analysis of the data uncovered three major strengths the current PLC enjoys. These plus points are the dynamic work context, management policy, and a nexus of focus communities. There is, however, a consensus among participants that in recent years many teachers have detached themselves from different communities within the institute. The analysis of the data revealed sense of belonging, teacher’s view of the profession, infrastructure and flawed dialogue as the major threats.

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Create a Responsive Learning Community for ELLs

Mathematics Teacher ◽

10.5951/mathteacher.109.7.0534 ◽

2016 ◽

Vol 109 (7) ◽

pp. 534-540

Author(s):

Yu Ren Dong

Keyword(s):

English Language Learners ◽

Learning Community ◽

Language Learners ◽

English Language ◽

Reading Teachers

By supporting culture and integrating reading, teachers help English language learners in their mathematics struggles.

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A professional learning community model: a case study of primary teachers community in west Bandung

Journal of Physics Conference Series ◽

10.1088/1742-6596/1013/1/012122 ◽

2018 ◽

Vol 1013 ◽

pp. 012122

Author(s):

A Sari ◽

D Suryadi ◽

E Syaodih

Keyword(s):

Learning Community ◽

Professional Learning Community ◽

Professional Learning ◽

Primary Teachers ◽

Community Model

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L’usage de l’anglais dans une école de langue française en milieu minoritaire : un véritable enjeu ?

Canadian Journal of Applied Linguistics ◽

10.7202/1063774ar ◽

2019 ◽

Vol 22 (2) ◽

pp. 64-87

Author(s):

Callie Mady

Keyword(s):

Early Childhood ◽

Learning Community ◽

Professional Learning Community ◽

Language Learners ◽

Professional Learning ◽

Language Use ◽

Early Childhood Educators ◽

French Language ◽

Classroom Observations ◽

Language School

This article presents the results of a study whose goal was to support French language learners and their teachers, in kindergarten classes in a French language school in Ontario. Data were collected through classroom observations and interviews with the teachers and early childhood educators, who also participated in a professional learning community addressing the needs of French language learners. The participants revealed that language use was their biggest concern. The majority of these teachers and early childhood educators indicated that participation in the professional learning community influenced their use of English in class. The participants stated that they had increased consciousness and confidence in students’ ability to learn French without the use of English, which motivated them to progressively reduce their English use while encouraging students’ French use.

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Virtual Interdisciplinary Experiences for Teachers of Writing

Cases on Interdisciplinary Research Trends in Science, Technology, Engineering, and Mathematics - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-2214-2.ch007 ◽

2013 ◽

pp. 128-156

Author(s):

Christine Rosalia ◽

Laura Baecher

Keyword(s):

English Language Learners ◽

Language Learners ◽

Professional Learning ◽

Teacher Candidates ◽

English Language ◽

Teacher Education Programs ◽

Collaborative Tool ◽

Speakers Of Other Languages ◽

College Setting ◽

The University

This chapter describes how virtual fieldwork was perceived by candidates in two teacher education programs: Teaching English to Speakers of Other Languages (TESOL) and Adolescent English (AE) as they partnered with English Language Learners (ELLs) in a middle school and college setting. By jointly examining findings from these parallel initiatives, the affordances and constraints of technology as an interdisciplinary collaborative tool may be better understood. Overall, teacher candidates reported a desire for more such “real” fieldwork, even further contact with ELLs, and continued hands-on work with the texts of these diverse writers. Unanticipated findings relate to the benefits of the projects to the cooperating teachers at partner schools, who became involved in professional learning as the demands of the technology were negotiated and partnership with the university was strengthened. The projects also underscore the ways in which technology-based collaborations must be supervised and supported.

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Strategieë om die implementering van die Suid-Afrikaanse professionele leergemeenskapmodel te bevorder

Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie ◽

10.4102/satnt.v33i1.776 ◽

2014 ◽

Vol 33 (1) ◽

Author(s):

Christina J. Van Staden ◽

Elsa Mentz

Keyword(s):

Professional Learning Communities ◽

Education Reform ◽

Learning Communities ◽

Learning Community ◽

Professional Learning Community ◽

Teacher Development ◽

Professional Learning ◽

Community Model ◽

Planning Framework ◽

Implementation Problems

The Integrated Strategic Planning Framework for Teacher Training and Development in South Africa 2011–2025 requires that subject-related professional learning communities should be established widely between 2011 and 2017. However, only some of the District Teacher Development Centres that are intended to provide meeting places need to be up and running by 2025. The gap between policy and implementation can impede or even prevent the establishment of professional learning communities. Three implementation problems were identified that could catapult the professional learning community model into the infamous education reform cycle, and strategies are proposed for a smooth implementation. It is proposed that a coordinated strategy be followed to prevent the South African professional learning community model falling prey to the reform cycle.

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