Addressing the Needs of 21st-Century Teachers Working With Culturally and Linguistically Diverse Learners

Oct 15, 2026

Addressing the needs of 21st-century teachers focuses on preparing mainstream classroom educators to support culturally and linguistically diverse learners in K-12 settings where many students’ primary language is not English. A mixed-methods longitudinal case study examines a professional-development program aimed at strengthening teachers’ knowledge of second language acquisition and relevant instructional practices for English language learners. Participation improves teachers’ understanding of language and literacy acquisition, planning and managing instruction, assessment approaches, and classroom practice, with smaller maintenance effects a year later.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages30

Reading Time1 h 16 min

AccessFree to download

Introduction and Theoretical Context

Teacher preparation and learner diversity

Language acquisition, standards, and instructional domains

Language and Culture

Program impact on knowledge, assessment, and practice

Addressing the Needs of 21st-Century Teachers Working With Culturally and Linguistically Diverse Learners Preparing mainstream classroom teachers to work with culturally and linguistically diverse learners is a growing concern in education as more and more schools host increasing numbers of students whose primary language isnot English. Unfortunately, significant numbers of teachers have had little preparation for working with these diverse learners and feel ill equipped to support their academic development. This mixed-methods case study explores the longitudinal impact of a professional-development program designed to increase teachers’ knowledge of second language acquisition and of appropriate instructional practices for supporting English language learners (ELLs). Findings suggest that participation in the program had a positive effect on participants’ knowledge of language and literacy acquisition, their ability to plan and manage instruction for ELLs, their understanding of appropriate assessment for ELLs, and their classroom practice. A year later, though focal participants claimed maintenance, these effects were only marginally present in their classroom practice. There can be no educational development without teacher development... the best means of development is not by clarifying ends but by analysing practice. (Lawrence Stenhouse) Introduction and Theoretical Context Promoting teachers’ understanding of second language acqui sition and immersing them in the practice of working with English language learners (ELLs) has received significant attention in the literature (Ballantyne, Sanderman, & Levy, 2008; de The CATESOL Journal 28.2 • 2016 • 1 Jong & Harper, 2005; Godley, Wheeler, Minnici, & Carpenter, 2006; Hutchinson, 2013; Lucas, 2011; McAndrew, 2009; McGraner & Saenz, 2009; Samson & Collins, 2012) . The reason for this interest is obvious, as many schools in the US, Canada, the United Kingdom, and Australia are experiencing growing numbers of students whose primary language is not English and who are often limited in their academic proficiency in this language (Cummins, Mirza, & Stille, 2012; Dobinson & Buchori, 2016; Dobson, 2009; National Center for Education Statistics, 2014) . In the US, in particular, there has been a strong call for an increase in “robust research to strengthen practice” so that we can avoid the negative consequences proffered by the failure to support ELLs in K-12 classrooms (Working Group on ELL Policy, 2009, p. 1) . Findings from the National Assessment of Educational Progress (NAEP) published in The Nation’s Report Card in 2013 underscore this imperative. Researchers found that non-ELLs scored significantly higher than ELLs in reading and math at the fourth-and eighth-grade levels; with math, in particular,“the achievement gap between non-ELL and ELL students was 25 points at the 4th-grade level and 41 points at the 8thgrade level”(Kena et al., 2014, p. 107) . This rather bleak picture has focused attention on mainstream classroom teachers and their preparation to work with culturally and linguistically diverse learners. Unfortunately, many mainstream teachers have had few educational experiences in working with diverse learners and they report feeling ill prepared to help them with their academic progress (Ballantyne et al., 2008; Cartiera, 2006; Hopkins, Thompson, Linquanti, Hakuta, & August, 2013; Samson & Collins, 2012) . Given this current state of affairs, there needs to be a restructuring of teacher professional development so that the cycle of unpreparedness for working with ELLs can be broken. Unfortunately, Samson and Collins (2012), citing the work of Lucas (2011), indicate that “there has been relatively little attention paid to the essential standards, knowledge and skills that general education teachers ought to possess in order to provide effective instruction to ELLs placed in their classrooms” (p. 2) . TESOL, one of the largest international profes

FAQs

What problem does the study target regarding teachers and English language learners?

Many mainstream teachers have little preparation for working with culturally and linguistically diverse learners whose primary language is not English. They report feeling ill equipped to support these learners’ academic development.

What does the professional-development program focus on?

The program is designed to increase teachers’ knowledge of second language acquisition and appropriate instructional practices for supporting English language learners, including language and literacy acquisition, planning and managing instruction, assessment, and related classroom practice.

What changes were observed in participants after joining the program?

Participation showed a positive effect on teachers’ knowledge of language and literacy acquisition, their ability to plan and manage instruction for English language learners, their understanding of appropriate assessment, and their classroom practice. A year later, reported maintenance existed but was only marginal in classroom practice.

Oct 15, 2026

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