Design of a distance-supported professional development resource for mainstream teachers of english language learners

An estimated 43 percent of all teachers in grades K-12 in public schools instruct at least one LEP or English language learner (ELL) student (Zehler et al., 2003). Most are mainstream teachers who instruct small numbers of ELLs and who have had very limited training in effective instruction of ELLs. The Phase I project goal is to develop the design parameters for an innovative technology-based training resource to meet the needs of these teachers. Phase I will define the product in terms of core concepts and strategies, instructional design, and support systems, investigating how the resource may apply across content areas and/or require guidance specific to reading, math, and science content areas. Tasks involve review of existing curricula, interviews with district/school administrators, focus groups with teachers, and examination of options for new technology-based methodologies. The resource will be designed for teachers who work with few ELL students in schools/districts where there is limited access to persons with ELL-related expertise. The resource will provide links to additional information, use innovative instructional design, and will define means by which technological advances can be exploited to provide effective expert and peer support.