Defining flipped learning for English learners in an urban secondary school

Abstract

ABSTRACT Flipped learning has gained traction in diverse classroom settings over the past decade as a student-centered form of blended learning that allows teachers to focus class time on interaction while extending learning opportunities outside the classroom. Despite its compatibility with current approaches to teaching ESL, little is known about how flipping the classroom is enacted with English learners in K–12 settings. This study used Delphi interviews to better understand flipped learning in ESL and sheltered classrooms in an urban secondary school. Findings show that this community of practice understood flipped learning as a dynamic student‐centered approach to teaching diverse students that may draw on technology to support student learning, participation, and assessment. Classroom practices were analyzed with the school community to understand how they embodied the affordances and limitations of flipped learning for English learners at this school.