Teacher Knowledge and Secondary English Learners in Rural Florida

Abstract

Rural schools in the United States are facing an increase in the number of English learners (EL s). Teachers in rural communities must facilitate learning for EL s whose linguistic and cultural backgrounds differ from the mainstream. However, rural teachers are less prepared, and less able to integrate EL differences and address their educational needs. Although some research on what teachers need to know to effectively teach language and content to EL s has been conducted, little is known about the actual teacher knowledge (TK) required to provide effective EL instruction in secondary rural settings. Grounded in TK and place-conscious education frameworks, this narrative-informed qualitative study addressed two main questions: (1) what personal and professional knowledges do secondary teachers reveal about teaching EL s in rural settings? And (2) what place-based knowledges do secondary teachers reveal about their work with EL s? Primary data from four secondary teachers teaching EL s in a rural school in the southeastern United States consisted of video-recorded interviews and photo elicitation that illuminated teachers’ personal, professional, and place-based experiences via stories. Thematic data analysis followed an iterative approach. Findings from this study demonstrated that the teachers’ personal and place-based knowledges emerged as the most prominent influences in their work. By leveraging their bilingualism, hispanidad, and faith, teachers in this rural school community built authentic relationships with their EL s. Thus, relationship-building was central to teachers’ knowledge base of working with EL s. A four-dimensional model is proposed. Findings may inform teacher education programs and extend the research base on rural EL education.