Domain F Article Review 1

Brianna Konz
April 11, 2016
TED690
PDQP Domain F
Article Review

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Abstract
This is a review of the article, Effective Professional Development Programs for
Teachers of English Language Learners, written by Kip Tellez and Hersh C. Waxman. This
review will discuss the biggest challenge educators face, professional development programs and
the policy implications of those programs. This review is being written in partial completion of a
professional development portfolio for the course TED690.

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Article Review
Improving education for ELL students is one of the most difficult challenges teachers
face in today's world of education. "Presently, about 56% of U.S. public school teachers have at
least one ELL student in their class, but less than 20% of the teachers who serve ELLs are
certified English as a second language," (Tellez, 2005). This goes to say that most teachers with
ELL students do not feel as if they meet the qualifications or comfortable to accurately teach the
ELL students. These teachers have requested additional information on how they can better meet
the needs of their ELL's.
Professionals believe that the education teachers are receiving is not preparing them for
the home language of these ELL students. They believe that teachers need to qualified and
trained to work in the classroom, especially since each classroom typically contains at least one
ELL. "Teachers of ELLs must have a strong understanding of language acquisition and of the
concept of communicative competence and know how language function forms the basis for ELL
instruction," (Tellez, 2005). We also need to consider their cultural background and what it takes
to adapt to their new environment. Teachers of ELL's are expected to be experts in planning
assessment strategies, developing curriculum, and technology.
Most professional growth programs focus on three pieces, "(a) have topics that emerge
from teacher interests, (b) require long-term commitments from all parties, and (c) engage in
clear measurement and evaluation of goals and teaching targets," (Tellez, 2005). Professionals
feel that these programs do not focus in on the effectiveness of professional development
programs for educators that work with ELL students. However, there have been a few programs
that are highly recommended and have improved ELL teacher quality. These include, a program

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at Balderas Elementary School in Fresno, California, another program, Funds of Knowledge for
Teaching, another at Starlight Elementary School in Watsonville, California, and the Puente
Project. Each of these programs really focus in on the ELL youth in hopes to make them
successful in their second language country.
These programs have great policy implications. Not only do the teachers get recognition
but the schools become recognized as well for the professional development programs. To
prepare all teachers for working with EL students, the education of teachers and school systems
will have to work together and put forth a renewed effort. "The underachievement of ELLs
cannot be tolerated in a nation that prides itself on the successful integration of its immigrants,"
(Tellez, 2005). Teachers need to be educated on the needs of EL students.

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References
Tellez, Kip & Hersh C. Waxman. Effective Professional Development Programs for Teachers of
English Language Learners. 2005. Spotlight on Student Success. No. 803.