Research that impacts and guides EMMA's work
From The Standards (NDLETPS) to the National Dual Language Certificate, everything being developed by Educators for a Multilingual Multicultural America (EMMA) is based on the research. On this page our partners will find annotated bibliographies that include a list of research studies, articles and other publications that have been used to develop and guide EMMA's work.
Research that defines EMMA's Professional Learning Parameters
Mainstream Professional Learning: Change teacher practices and improve student outcomes
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Conceptual framework-Critical features of PD
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Content focus; active learning; coherence; duration; collective participation.
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Transformative professional development
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Culturally relevant pedagogy; effective teaching strategies; community building; relationship building; supportive cultures for learning [Built on research pillars of PD (Desimone): content focus; active learning; coherence; duration; collective participation]
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Content focused; Active (adult) learning; Collaboration; Job embedded contexts; Use of models and modeling; Coaching; Feedback and reflection; Sustained duration
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Teachers teaching teachers
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Instructional shifts (Common Core)
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Iterative process
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Multiple PD workshops
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Teacher designed changes in classroom practice; opportunities to reconvene; reflect; refine efforts.
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Provide support and modeling; analyze real world results from new practices; student work samples; refine approaches.
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Online Teacher PD (OTPD)
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Addressing teachers PL needs to solve actual problems to promote ownership; relevancy; usefulness.
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Interaction and collaboration.
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Learning communities.
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Multiple forms of interaction.
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Feedback and synchronous discussions;
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Authentic tasks and activities reflecting their context;
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Reflection.
Critical Professional Learning (Organizational strategies) aimed at disrupting inequality; liberatory transformation
Kohli, Rita et al, (2015) - Critical Professional Development: Centering the Social Justice Needs of Teachers
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Process of reflection (praxis); Needs based professional learning; Provocative cooperative dialogue; Unity among the stakeholders (Collaboration); Shared leadership among stakeholders.
Alfaro, Cristina and Hernandez, Ana M, (2016) - Ideology, pedagogy, access and equity (IPAE): A critical examination for dual language educators
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IPAE: Ideological clarity; pedagogical clarity; access for all; equitable spaces.
Stacy (2020)
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Immersive PD conducted in Spanish (honoring their linguistic capital); center teachers sociocultural realities and community cultural wealth; centering issues of race, language, and power.
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General schedule: circulo, language instruction, modeling of critical pedagogy, and application.
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Circulo: a space for learning about each other; to see each other; acknowledge their humanity.
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Learning about students’ assets framework (Liderazgo: valuing students’ cultural and linguistic assets; building on previous knowledge; caring learning environment; exercising bilingual leadership.
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PL Learning cycle: Voices from the field (pre-post surveys); examination of teachers’ critical consciousness; collaboration; advocacy & relationships; active learning & planning; teacher action research; reflection and next steps.
Critical Professional Learning (Micro level strategies)
Palmer, Deborah, Cervantes-Soon, Claudia , Dorner, Lisa and Heiman, Daniel (2019) - Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education
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4 elements of CC: Interrogating power (equity audits); Critical listening; Historicizing schools; Embracing discomfort.
Stacy (2020)
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Community circles; literature circles; humanizing practices (authentic dialogue, hands on experiences, reflection).
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Circulo rules: respeta la pieza de hablar; habla desde el corazon; escucha desde el corazon; habla con respeto; diga lo suficiente; honra la privacidad; se lo major que puede ser.
Hernandez (2022)
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Archeology of self; Wordle activity;
Hesse (2023)
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Testimonios; critical conversation;
Valdez (2023).
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PLC critical policy analysis process: identify/notice; dialogue; envision; act and reflect.
Research Foundation of the National Dual Language Education Teacher Preparation Standards
Overview & Rationale for NDLETPS - References
Standard One: Bilingualism and Biliteracy
Standard Two: Sociocultural Competence
Standard Three: Dual Language Instructional Practices and Pedagogy
Standard Four: Authentic Assessment in Dual Language
Standard Five: Professionalism, Advocacy, and Agency
Standard Six: Program Design and Curricular Leadership