challenges. My search strategies involved using Google Scholar to locate initial sources from the last 10 years (2001-2011) including learner” or language learner” or “English “English in the text as well as each of the following terms: learning issues,” “bilingual” “diagnosing communication,” culture,” collaboration,” “family “family “teacher “expectations,” gap,” characteristics,” and “achievement “assessment,” “curriculum,” “student “programming.” These terms were chosen based on a preliminary coding scheme for data analysis in a pilot study conducted for this dissertation study (Benis Scheier-Dolberg, 2011). I used these sources to identify eight adaptive teaching challenges involving English learners that appear in the literature (see Table 2 below). Table 2 Adaptive Teaching Challenges Involving English Learners Adaptive Teaching Definition Source(s) Challenges Diagnosing Learning Teacher to diagnose specific learning issues Dorn & Henderson, Issues she or he needs to address with each individual 2010; Rinaldi & child and/or appropriate interventions. Teacher is Samson, 2008; seeking to differentiate between common learning Ysseldyke et al., challenges and language learning challenges using 2010. informal or formal RTI (Response to Intervention) processes Family Teacher tries to engage families of EL students Ferguson, 2007; Communication and/or build meaningful relationships in the Hiatt-Michael, context of cultural, linguistic, and/or community 2007; Gándara & discontinuities. Teacher expresses need for more Rumberger, 2007; or different resources to support family outreach. Nieto, 2010 Low Expectations Teacher tries to help students close achievement Gándara & gap with native English speaking peers and/or Rumberger, 2007 more economically-advantaged peers and faces chronically low expectations for EL students. Curriculum Teacher tries to support biliteracy through Gándara & developing and/or using a bilingual curriculum. Rumberger, 2007 Teacher tries to support noncognitive goals such as navigating U.S. culture.
challenges. My search strategies involved using Google Scholar to locate initial sources from the last 10 years (2001-2011) including “English learner” or “English language learner” or “bilingual” in the text as well as each of the following terms: “diagnosing learning issues,” “family communication,” “family culture,” “teacher collaboration,” “expectations,” “achievement gap,” “assessment,” “curriculum,” “student characteristics,” and “programming.” These terms were chosen based on a preliminary coding scheme for data analysis in a pilot study conducted for this dissertation study (Benis Scheier-Dolberg, 2011). I used these sources to identify eight adaptive teaching challenges involving English learners that appear in the literature (see Table 2 below). Table 2 Adaptive Teaching Challenges Involving English Learners Adaptive Teaching Challenges Definition Source(s) Diagnosing Learning Issues Teacher to diagnose specific learning issues she or he needs to address with each individual child and/or appropriate interventions. Teacher is seeking to differentiate between common learning challenges and language learning challenges using informal or formal RTI (Response to Intervention) processes Dorn & Henderson, 2010; Rinaldi & Samson, 2008; Ysseldyke et al., 2010. Family Communication Teacher tries to engage families of EL students and/or build meaningful relationships in the context of cultural, linguistic, and/or community discontinuities. Teacher expresses need for more or different resources to support family outreach. Ferguson, 2007; Hiatt-Michael, 2007; Gándara & Rumberger, 2007; Nieto, 2010 Low Expectations Teacher tries to help students close achievement gap with native English speaking peers and/or more economically-advantaged peers and faces chronically low expectations for EL students. Gándara & Rumberger, 2007 Curriculum Teacher tries to support biliteracy through developing and/or using a bilingual curriculum. Teacher tries to support noncognitive goals such as navigating U.S. culture. Gándara & Rumberger, 2007
sarah-bsd-final-dp2.docx