Teachers Learning to Teach English Learners in an Online Community of Practice in an Urban District

Abstract

This chapter reports on a study that investigated the knowledge and skills for teaching English learners (ELs) that in-service teachers displayed during their participation in an online community of practice. Teachers' conversations were analyzed using a priory and inductive codes. Findings showed that teachers demonstrated an understanding of practices that support ELs in overcoming language demands that disciplinary content standards in the U.S. pose, including promoting ELs' participation, teaching language within content and in the four modes, assessing ELs' progress during instruction, and offering differentiated language scaffolds. The online community of practice offered in-service teachers an environment in which they engaged in learning tasks related to theories that they had learned and to their practice. Online communities of practice can facilitate information flow, peer collaboration, and content application in teacher preparation programs. However, tasks need to leverage technology tools affordances and to establish equitable participation expectations.