This study is of professional development of secondary teachers seeking an English as Second Language (ESL) endorsement. Participants are secondary teachers of a major urban metropolitan school district with over 70% student population that is identified as speakers of a language other than English (LOTE). The study analyzes teachers' understanding of knowledge, skills and dispositions associated with teaching English Learners (ELs) after these teachers have completed a long term, coherent professional development program designed for urban secondary teachers of one school district. In seeking a determination, the study utilizes two guiding research questions. The first research question addresses what mainstream teachers say about their knowledge, skills and dispositions relative to teaching ELs. The second focuses on a more generalized understanding of what mainstream teachers say is important to understand about EL students. In order to interpret findings, the study utilizes two theoretical frameworks, Knowledge-for-Practice (Cochran-Smith & Lytle, 1999) and Cultural Relevant Teaching (Villegas & Lucas, 2002b). The primary data instrument is an e-survey, which includes open-ended and Likert questions. Data analysis includes an SPSS analysis for descriptive statistics, measures of internal reliability and Spearman correlation analysis, as well as constant comparison method (Glasser &Straus;, 1967; Straus & Corbin, 1994) of data from responses to open-ended questions. The findings suggest that teacher participants understand that supporting EL students' first Language facilitates connections to prior learning in their first language to school content. Respondents identify that scaffolding, heterogeneous grouping, and allowing of first language use among students are ways that foster learning of English while learning content. In terms of language perspectives on the use of English-only or English plus ELs' first language in classroom teaching, some respondents support English-only instruction for learning English and content while others identify the importance of first language support while learning English and content. Supporting ELs' cultural background is deemed important by respondents as a way of promoting EL student academic success. Respondents also identify supporting ELs' academic success through EL advocacy among fellow teachers as means to educate and guide teachers who are unfamiliar with teaching ELs.

No Child Left Behind (NCLB) (2001) was a tipping point for the requirement of academic and English language proficiency standards. Yet, there continue to be variations among English language proficiency standards linked and aligned to academic content standards across states, districts, and schools (Golden, 2011). The purpose of this research was to examine how the requirement of only linking language proficiency standards to academic content standards has impacted the quality of Arizona English Language Proficiency Standards with the Common Core English Language Arts State Standards and WIDA Standards at grades 2, 7, and 9. A modified version of Cook's (2007) method was used to determine the standards alignment as well as common and uncommon knowledge between the sets of standard. Results indicate no alignment and limited linkage. Findings also showed absence of grade-level academic content and academic language.

The purpose of this practitioner inquiry was to explore the use of Guided Critical Reflection (GCR) in preparing preservice teachers for English learners (ELs). As a teacher researcher, I documented, analyzed, and discussed the ways in which students in my course used the process of GCR to transform their passively held understandings about ELs. Specifically, the research questions were: 1) What are preservice teachers' common sense about teaching and learning related to ELs? 2) How does GCR transform preservice teachers' common sense about ELs? 3) What is my role as an educator in creating opportunities for GCR? I utilized methods for data collection that fit my teaching practices. Data sources included three types of observations (self-reflective field notes, audio recordings of each class, and notes documented by an outside observer), student-work artifacts, and my audio reflection journal. I analyzed data inductively and deductively using a modified analytic induction approach. Building on previous research concerning the use of reflection in teacher preparation, I define GCR as the process in which I guided preservice teachers to acknowledge and examine their common sense about ELs, reframe what they know in light of course learning, and transform their understandings. Five major findings emerged from this study. First, preservice teachers entered the course with common sense notions about ELs rooted in their educational and life experiences. Students felt comfortable sharing what they knew about ELs, but needed to be scaffolded to examine how their life experiences shaped their common sense. Within the course, preservice teachers framed and reframed their common sense in different ways. Through the process of GCR, students evidenced a renewed sense about ELs. Finally, my role as a teacher involved establishing a comfortable learning environment, valuing my students' common sense as the catalyst for course learning, and guiding students through their reflective work. Ultimately, I was able to create opportunities for GCR because I too was reflecting on my practices, just as I was asking my students to reflect on their common sense about ELs.