Description
The purpose of the program evaluation was to learn about the Systematic English Language Development program and the professional development sessions provided to teachers of emergent bilinguals. The investigator looked at the effect of the trainings on teachers’ understanding and implementation of the program’s sequence for explicit language instruction, the opportunities provided to emergent bilinguals for oral language practice and the fostering of relationships between teachers and students through a mindset of academic optimism. Fifteen teachers completed a survey instrument about the trainings and six teachers, along with their school principal, participated in an interview. Participants shared about their experience with the trainings and the effect on their implementation of the program. The investigation found that with the trainings, teachers understood the English language development’s content; however, the structure of the sessions, and challenges with virtual teaching were barriers to implementation and the fostering of an academic optimism mindset. The findings revealed how the professional development sessions can improve in order to better support teachers implementing Systematic English Language Development. The program evaluation also provides recommendations for leaders at schools that provide professional development for teachers’ of emergent bilinguals.
