Best Practices for Professional Development of Teachers of Immigrant Students in Secondary Schools

This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.

1. All teachers learn to respect and integrate the languages and cultures of immigrant students in classroom learning. Strategies for teaching ELLs should be integrated into all aspects of the professional development program. The value of the immigrant students' first language and culture as foundations for continued success in the new school environment must be conveyed to all teachers serving ELLs. All teachers should learn how to support native language development at the same time they teach the new language because knowledge and literacy in the native language are valuable tools in the learning of a second language.
2. All teachers learn how to connect content instruction with language instruction. Content area teachers working with ELL students must be able to support the ELL students' language learning outside the ESL classroom setting. Content area teachers should be taught how to make information in their subject area comprehensible to students through the use of sheltered content approaches such as graphic organizers, modeling, adapted texts and peer tutoring.
3. All teachers are empowered with linguistic knowledge. A minimal understanding of how language is acquired should be required of all teachers instructing ELL students. These teachers must also be equipped with strategies to help their ELL students develop reading, writing, speaking and listening skills in English.
4. Pre-service preparation provides basic competency in instructing ELLs.
5. In-service professional development is in-depth and ongoing and emphasizes ESL/mainstream teacher collaboration.
6. Professional development programs build the capabilities of paraprofessionals, particularly of bilingual paraprofessionals. States, districts and schools that offer opportunities for paraprofessionals to become teachers find that they make excellent educators and have high rates of retention because they are already invested in the local community.

Source:

Immigrant Students and Secondary School Reform: Compendium of Best Practices. Council of Chief State School Officers, 2004.

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