Population Of English Language Learners Research Articles

Scaffolding English language learners' mathematical talk in the context of Calendar Math

ABSTRACTTeachers of elementary mathematics face multiple, convergent demands. These demands include supporting the growing population of English language learners (ELLs) and facilitating mathematical discussions across relevant curricular contexts. The authors used a comparative case study to examine how two teachers attempt to facilitate discussions while enacting a Calendar Math curriculum, in Grade 4 classrooms with high concentrations (>50%) of ELLs. The authors found that these teachers' use of Calendar Math did not provide a supportive context for conceptually based discussions. However, teachers did support ELLs in mathematical discussions by including display questions, elaborating student responses, modeling the use of mathematical vocabulary use, and use of self-talk. Teachers differed with regard to how often they elaborated responses, used vocabulary, the amount of teacher speech and the length of lessons. We discuss what these practices may mean for ELLs.

Supporting Teachers of English Language Learners at a Turnaround School

This article summarizes findings from surveys and interviews with five teachers at an elementary school in the Salt Lake City School District that is participating in the federally funded School Improvement Grant program to raise the achievement of all students. The qualitative data analysis focuses on two major themes: (1) the current attitudes, perceptions, and practices in place for meeting the needs of the large population of English language learners (ELLs) currently enrolled at the school and (2) the current collaborative efforts and support for teachers regarding meeting the needs of ELLs. These data are then compared to recent literature to determine the needs of this specific school. The authors offer recommendations for creating a schoolwide focus for meeting the needs of ELLs in the context of professional development and professional learning community initiatives while utilizing both the literature and suggestions from the participants. They conclude by addressing the implications of these recommendations.

In-service Teachers' Reasoning about Scenarios of Teaching Mathematics to English Language Learners

IntroductionAs the student population in U.S. classrooms becomes increasingly diverse, it is critical that all teachers develop the knowledge and skills to support English language learners (ELLs) in mainstream classrooms at every grade level. However, the majority of teachers are not adequately prepared to teach academic content to ELLs (Lucas & Villegas, 2011). Mathematics may be especially challenging for ELLs (Martiniello, 2008). The National Assessment of Education Progress (NAEP) mathematics test results in 2013 (United States Department of Education, 2015) showed that the achievement gap between non-ELL and ELL students both at the 4th and 8th grades did not significantly differ from the achievement gaps reported in previous years in 2011, 2009, 2000, or 1996. Challenges in learning mathematics might preclude access to mathematical and scientific fields, which raises a critical issue of equity (Moschkovich, 2002; Oakes, 1990; Secada, 1992). Teachers play a key role in leveling the playing field for ELLs in mathematics (Moschkovich, 1999; Secada, 1998). However, there is a clear gap between the demands of teaching ELLs and the supply of mainstream mathematics teachers who are adequately prepared to teach (Ballantyne, Sanderman, & Levy, 2008). As the ELL population has increased up to 10% of public school students (National Clearinghouse for English Language Acquisition, 2011), the demand for trained mathematics teachers has as well; many, if not most, teachers need to develop the knowledge and skills needed to teach in classrooms with increasingly diverse populations of students.Despite the need, little is known about the knowledge base needed to teach mathematics to ELLs. Recent conceptualizations of the teacher knowledge base (Ball, Thames, & Phelps, 2008) have not addressed how manifestations of it change depending on who the students in the classroom are and what they bring to the learning experience. To inform research on the teacher knowledge base, most of the existing scholarship on educational linguistics (de Oliveira & Cheng, 2011; Fang, 2006; Lucas, Villegas, & Freedson-Gonzalez, 2008; Schleppegrell, 2001) suggests that language is central to teaching mathematics and that mathematics teachers, even at the secondary level, should know how to identify the linguistic demands in the mathematical content and model mathematics-specific language use. This line of work suggests that language serves as a medium to understanding and communicating the content in mathematics, which in turn is central to the work of teaching mathematics to ELLs.However, our understandings as to what this knowledge base entails and how it gets or should get enacted in mathematics classrooms are limited. To better understand the knowledge base and reasoning involved in teaching mathematics to ELLs, eliciting teachers' reasoning around particular scenarios formatted in an assessment environment might help. As research (Ball & Hill, 2008; Jacobson, Remillard, Hoover, & Aaron, in press) suggests, there needs to be a reciprocal interplay between conceptualizations of teacher knowledge base and measurement in that the development of teacher knowledge assessments needs to be informed by conceptual work in the domain of effective and equitable teaching of mathematics. To facilitate this interplay, new lines of research also show that authentic classroom scenarios formatted into the assessment environment could serve as powerful tools for eliciting teacher reasoning as well as reflective teacher learning (Lai & Howell, 2014). Further, emerging research shows that instructional scenarios help to situate explorations about pre-service and in-service teachers' reasoning about teaching (Grossman et al., 2009; Masingila & Doerr, 2002). This study was therefore based on the premise that the instructional scenarios might be instrumental in explorations of the knowledge base needed to teach mathematics to ELLs. …

Knowledge for Equitable Mathematics Teaching: The Case of Latino ELLs in U.S. Schools

IntroductionMany mathematics teachers worldwide are finding new languages and new cultures in their classrooms. Since the 1970s the number of students who are English Language Learners (ELLs) in United States schools has grown and continues to grow dramatically (U.S. Department of Education, 2012; Payan & Nettles, 2008; Francis et al., 2006; Capps et al., 2005). Mathematics researchers and others have observed, based upon the lower relative performance of these students on standardized exams of mathematics achievement in comparison their mainstream (non-ELL) counterparts, that many of these ELLs have infrequently had equitable opportunity to learn mathematics in U.S. schools and have often been underserved by their teachers and schools (Center on Education Policy, 2010; Abedi & Herman, 2010). Furthermore, researchers have noted that using measurements of mathematical achievement to draw attention to disparities between student groups in fact offers little, if any, contribution toward promoting equity in (Gutierrez, 2008), and that focusing on achievement gaps may only perpetuate negative stereotypes. Yet, measurements of mathematical achievement have also shown that some teachers and school districts appear to serve their ELLs better than do others.For example, consider the following phenomenon that occurred in a large southwestern state in which approximately 16% of all public school students are ELLs2. The Samsonville School District and the Wilkins School District (pseudonyms) both had significant percentages of ELL students, 25% and 33% of their approximately 80,000 and 50,000 respective student populations. Samsonville ELLs were approximately 85% Latino students, i.e., students from Spanish-speaking backgrounds, while Wilkins' ELLs were 99% Latinos. Sixty percent of Samsonville students were classified as economically disadvantaged compared to 95% of Wilkins students. Furthermore, less than 40% of Samsonville teachers were Latinos, while in the Wilkins district greater than 70% of teachers were Latinos. Although the characteristics of the students who were ELLs in these two school districts were largely equivalent in terms of language background and ethnicity, over several years Wilkins ELLs performed significantly higher than Samsonville ELLs on the mathematics portion of the state standardized test. To what could this differential performance be attributed?In trying to explain the above phenomenon, one may ask the obvious question of whether the teachers in the Wilkins district do something differently than do the Samsonville teachers which results in the differential mathematics achievement among ELLs. One may also ask the question of whether there is something that the Wilkins teachers know about teaching mathematics to ELLs that capacitates them to more effectively instruct ELLs and that is less well known among Samsonville teachers. That is, one may seek to explain this phenomenon from the perspective of instructional practice or from the perspective of the teachers' knowledge that informs their practices.There are also several reasons why it may be valuable to investigate a phenomenon such as this from the later perspective, that of teachers' knowledge. Researchers concerned the assessment of ELLs have asserted that with the rapid growth of ELL populations states should place a substantial focus on increasing teacher knowledge of current ELL issues...including pre-service teacher and continuing teacher education (Wolf, Herman, & Dietel, 2010, pp. 8-9). Hence, successfully characterizing knowledge that promotes achievement among ELLs would add to theories of mathematics teachers' knowledge. It would also fill a void of content for educator textbooks and professional development materials useful for equipping teachers for the work of teaching mathematics to ELLs (Watson et al., 2005). Ultimately and importantly, it would more fully complete the picture of essential elements that inform equitable mathematics teaching. …

An Investigation of School Counselor Self-Efficacy with English Language Learners

This exploratory quantitative study described school counselors' self-efficacy with English language learners. Findings suggest that school counselors with exposure to and experiences with English language learners have higher levels of self-efficacy. Statistically significant and practical differences in self-efficacy were apparent by race, U.S. region, size of English language learner population, and counselor training. This article presents implications for training and practice and recommendations for future research studies.

Large-Scale Assessment and English Language Learners With Disabilities

This article highlights a set of principles and guidelines, developed by a diverse group of specialists in the field, for appropriately including English language learners (ELLs) with disabilities in large-scale assessments. ELLs with disabilities make up roughly 9% of the rapidly increasing ELL population nationwide. In spite of the small overall percentage of students that they represent, this group experiences significant learning and assessment challenges. In the context of successfully educating all students to high standards, it is important for state education agencies, policymakers, and local education agencies to improve achievement outcomes for these students. One of the first steps in improving test performance is to design and implement comprehensive and accessible assessment policies, and consequently assessments, that address the specific needs of ELLs with disabilities. Doing so will give them the chance to demonstrate the knowledge and skills they have, thus allowing the test results to more accurately show areas for school improvement.

Investigating Bilingual/ESL Teachers’ Knowledge and Professional Development Opportunities in a Large Suburban School District in Texas

Despite the fact that the population of English Language Learners (ELLs) is rapidly increasing, there is ample evidence that indicates that most teachers can benefit from training for teaching ELLs effectively. The purpose of this study is to examine teachers’ knowledge of instructional practices for ELLs, research on bilingual programs, research-based instructional strategies, and knowledge related to second-language development among 225 bilingual/English as Second Language (ESL) teachers in a large suburban school district in Texas. Additionally, because professional development (PD) plays a key role in teachers’ knowledge, this study considers the PD opportunities provided to teachers of ELLs. Findings indicated that many teachers of ELLs are not receiving adequate training, particularly in areas related to bilingual education and knowledge related to second-language development, and that bilingual teachers are more knowledgeable than ESL teachers in terms of bilingual programs and knowledge related to second-language development. These findings have important implications for teacher PD.

Increasing parental involvement of English Language Learner families: What the research says

The nearly 10 million English Language Learners (ELLs) represent the fastest-growing segment of the US's public school student population. While research continually finds that ELL parents, generally speaking, place a high value on their children's education, many immigrant, refugee, and ELL parents experience their relationships with their children's schools very differently from mainstream English-speaking families. Schools often struggle to meet the unique instructional and linguistic needs of these students, and communities with large ELL populations face the additional challenge of communicating with parents, who may have limited fluency in English and comparatively low levels of literacy in their native languages [Arias, M. B., and M. Morillo-Campbell. 2008. Promoting ELL Parental Involvement: Challenges in Contested Times. Education Policy Research Unit. http://epsl.asu.edu/epru/documents/EPSL-0801-250-EPRU.pdf.]. Additionally, immigrant and ELL parents may have had negative experiences with educational institutions or less exposure to formal schooling. Thus, for schools to increase parental involvement most effectively, both traditional and nontraditional approaches to family engagement must be implemented within practices that are culturally and linguistically appropriate. This article provides an overview of the barriers that limit ELL parental involvement, recommends strategies that promote family engagement, and concludes with a case study of one public school district's successful outreach efforts.

Meeting the Needs of Chinese English Language Learners at Writing Centers in America: A Proposed Culturally Responsive Model

This paper describes the ways in which Writing Centers (WC) currently serve English Language Learners (ELL) at American universities. The authors argue that the pedagogy offered at these centers does not always meet the needs of the Chinese ELLs who make up the largest population of ELLs at American universities. The proposed supplemental model they recommend, which is grounded in Culturally Responsive Pedagogy (CRP), has the potential to better meet the needs of Chinese ELLs. The authors identify obstacles to successful implementation of the proposed model and ways in which these, and gaps in research, can be addressed by directors of Writing Centers.

Meeting the Linguistic Needs of High-Potential English Language Learners

The population of English language learners (ELLs) in general education classrooms has been increasing over the last few decades. However, ELLs are still underrepresented in gifted programs and teachers struggle to provide these students with adequate educational experiences. What do teachers need to know about high-potential ELLs? What research-based strategies can be used with these students regardless of their language background? Teachers need to know the distinction between everyday and academic languages and about English language proficiency levels. There are strategies and tools that linguistically responsive teachers can use in educating high-potential ELLs.

Meeting the Needs of a Latino English Language Learner through Teacher Research

Over the years, Ms. Lane’s third grade mathematics classroom had become increasingly diverse. Challenged by the growing population of English Language Learners (ELL) and he r need to change her teaching practice to meet their needs, Ms. Lane selected to study how best to teach one of her greatest challenges, Ana, a Latino ELL who also had a learning disability. Ms. Lane and her two university mentors found that using a collaborative action research model provided a structure for researching, designing, and implementing strategies that helped Ana improve her mathematics performance. The university mentors found that they, too, benefited from working together as critical partners while assisting Ms. Lane in this collaborative action rese arch.

Erratum

TESOL QuarterlyVolume 48, Issue 4 p. 873-874 ErratumFree Access Erratum This article corrects the following: What Does Standards-based Educational Reform Mean for English Language Learner Populations in Primary and Secondary Schools? Amanda Kibler, Guadalupe Valdés, Aída Walqui, Volume 48Issue 3TESOL Quarterly pages: 433-453 First Published online: August 22, 2014 First published: 28 October 2014 https://doi.org/10.1002/tesq.207AboutSectionsPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat In Kibler, Valdés, and Walqui (2014), new references have been included and certain citations were corrected in the online version after initial publication. The online version is available at http://onlinelibrary.wiley.com/doi/10.1002/tesq.2014.48.issue-3/issuetoc Specific updates were made as follows: On page 434, “Snodden and Taylor's 2013” has been changed to “Taylor and Snodden's 2013”. On page 444, “(Hakuta et al., 2012)” has been deleted. On page 445, “Leung (1992)” has been changed to “Leung (1993)”. On page 446, “(Peercy & Martin-Beltrán, 2012; Pawan & Ortloff, 2011)” has been changed to “(Pawan & Ortloff, 2011; Peercy & Martin-Beltrán, 2012)” On page 448, this new reference was included: Bunch, G. C. (2013). Pedagogical language knowledge: Preparing mainstream teachers for English learners in the new standards era. Review of Research in Education, 37, 298–341. doi:10.3102/0091732X12461772 On page 449, this new reference was included: Cook, V. J. (Ed.) (2002). Portraits of the L2 user. Clevedon, UK: Multilingual Matters. On page 451, these new references were included: McDonnell, L. M., & Weatherford, M. S. (2013). Evidence use and the Common Core State Standards movement: from problem definition to policy adoption. American Journal of Education, 120(1), pp. 1–25. doi:10.1086/673163 McKay, P. (2000). On ESL standards for school-age learners. Language Testing, 17(2), 185–214. doi:10.1177/026553220001700205 On page 452, these new references were included: McNamara, T., & Roever, C. (2006). Language testing: The social dimension. Oxford: Blackwell. Ortega, L. (2014). Ways forward for a bi/multilingual turn in SLA. In S. May (Ed.), The multilingual turn: Implications for SLA, TESOL and Bilingual Education (pp.32–53). New York, NY: Routledge. The following reference was moved from page 451 to 452. Peercy, M. M., & Martin-Beltrán, M. (2012). Envisioning collaboration: Including ESOL students and teachers in the mainstream classroom. International Journal of Inclusive Education, 16(7), 657–673. Reference Kibler, A., Valdés, G., & Walqui, A. (2014). What does standards-based educational reform mean for English language learner populations in primary and secondary schools? TESOL Quarterly, 48(3), 433– 453. doi:10.1002/tesq.183 Wiley Online LibraryWeb of Science®Google Scholar Volume48, Issue4December 2014Pages 873-874 ReferencesRelatedInformation

What Does Standards‐based Educational Reform Mean for English Language Learner Populations in Primary and Secondary Schools?

he standards movement has become omnipresent in contemporaryeducation, impacting English teaching and learning in second andforeign language contexts around the world. A particular set of issues,however, is relevant to primary and secondary school settings for learn-ers of English in which English is used as the predominant means ofeducating the student population across the curriculum. In these con-texts, students are not just learning English as a subject matter but arelearning (and being assessed upon) standards-based academic contentin English as well. In these settings, standards, curricula, and assess-ments are designed with varying understandings and incorporation ofissues related to the linguistic and academic development of Englishlanguage learners (ELLs). A focus on standards-based reform in suchEnglish-medium contexts is a particularly relevant and timely focus fora TESOL Quarterly special issue because many countries with English-medium education have growing numbers of school-aged immigrantand indigenous ELL students and ongoing, contested debates abouthow best to educate them. New national standards have recently beenreleased in the US (Common Core State Standards: National Gover-nors Association Center for Best Practices, Council of Chief StateSchool Officers, 2010a, 2010b; Next Generation Science Standards:NGSS Lead States, 2013) and Australia (The Australian Curriculum:ACARA, 2012), while ongoing reforms continue both in other tradi-tionally English-dominant societies, such as England and Canada, andworldwide. Issues of standards-based reform presented in this specialissue are also relevant more generally to the many other countries inwhich the official language of schooling is not that of the larger com-munity or population, and while this special issue is dedicated to Eng-

Using Nearpod in elementary guided reading groups

A student teacher placed at a school with a high English Language Learner population used mini iPads, and an application called Nearpod, during guided reading instruction. Groups of students in a fourth grade classroom used this application. The students and the teacher were interviewed to determine the benefits and challenges of this approach. An analysis of data revealed that all of the students found this type of guided reading to be beneficial and motivating in learning the content presented through the application. Students also explained how they could transfer the knowledge gained into their independent work. The teacher discussed how it improved organization in a guided reading group, but how careful consideration and planning must be done to ensure the technology will work properly during guided reading. It is recommended that the Nearpod application be used in guided reading lessons because of its user-friendliness, ability to engage students, and monitor their progress.

When Good Intentions and Reality Meet

This study examined the ability of Transformative Professional Development (TPD) to transform science teacher quality and associated impact on science achievement, including particular focus on English Language Learners (ELL). TPD was implemented in a large, low-performing, urban district in the southwest with predominantly Latino ELL populations. Findings revealed TPD enabled significant growth in teacher quality and participants in TPD experienced gains in student science achievement on state assessments. Most importantly, ELL student achievement in science Grades 4 to 8 was improved. Challenges to implementation of TPD are discussed along with implications for future research.

Predictors of the Instructional Strategies that Elementary School Teachers Use with English Language Learners

Background/Context According to demographers, the number of English language learners (ELLs) in U.S schools has been increasing and is likely to continue to increase in coming years. For various reasons relating to language acquisition, cultural adjustment, and persistent discrimination, these students tend to experience academic difficulties. Improvement in their performance depends on teachers’ use of effective instructional strategies, but few surveys have investigated the extent to which teachers use such strategies or the conditions that encourage them to do so. Focus of Study This study addressed the following research questions: (a) To what extent do elementary content-area teachers use various research-based practices for teaching ELLs? (b) In consideration of appropriate statistical controls, to what extent are elementary content-area teachers’ professional training, attitudes, bilingualism, and their schools’ characteristics, singly and in combination, associated with their reported use of a set of research-based strategies for teaching English language learners? Participants Participants were a random sample of Ohio elementary school teachers (n = 419) in schools in the highest quartile of ELL enrollment. Research Design The current study surveyed elementary teachers in Ohio and then used multiple regression methods to identify significant predictors of teachers’ use of research-based strategies with ELLs. Findings Findings showed that teachers reported frequent use of research-based strategies, but their preference was for strategies recommended for all learners. They were less likely to use strategies specifically intended for ELLs. In addition, regression results showed that teachers’ attitudes and the percentage of ELLs in their schools were significant predictors of teachers’ use of research-based strategies—a positive predictor in the first instance and a negative predictor in the second. Ancillary analyses revealed that teachers’ years of experience and bilingualism, as well as the schools’ resources, were significant predictors of teachers’ attitudes toward ELLs, with more experienced teachers exhibiting more negative attitudes, and bilingual teachers and those in higher resource schools exhibiting more positive attitudes. Conclusions/Recommendations Findings point to the likelihood that continued efforts to prepare elementary school teachers to work with ELLs will entail the provision of additional resources to schools with large and increasing ELL populations. In addition, efforts to increase teachers’ use of research-based strategies with ELLs will involve professional preparation powerful enough to change attitudes. Instruction in a second language appears to be an approach that bears consideration.

Effect of Language Context on Ratings of Shy and Unsociable Behaviors in English Language Learner Children

The primary goal of this study was to explore the effect of language context on the socially withdrawn behaviors of school-age-children who are English language learners (ELLs) from middle- to high-socioeconomic status (SES) backgrounds. This is one of the 1st studies to address the frequently confused concepts of shyness and unsociability as independent constructs within the ELL population. The authors of this study also investigated the feasibility of an experimental parent and child questionnaire that examines shyness and unsociability across native-language and English-speaking contexts. Children and mothers (34 of whom were ELLs and 37 of whom were native English speakers) were administered an experimental questionnaire examining the children's shy and unsociable behavior in native-language and English-speaking contexts. Children and mothers in the ELL group reported significantly higher ratings of shy behavior in English-speaking versus native-language contexts, whereas unsociable ratings did not differ across language contexts. Shyness and unsociability are distinguishable behaviors in ELL children, and researchers should consider these constructs when examining withdrawal. In addition, examining ELL children's behavior across language contexts provides a valuable method for investigating language-influenced behavioral problems. This study demonstrates the need for service providers to evaluate behavior across subtype and language context before pathologizing withdrawal in ELL children.

Two-Way Immersion Programs in the United States

According to the 2009 National Assessment of Educational Progress (NAEP), only 29% of fourth grade English Language Learner (ELL) students scored at or above basic proficiency levels for reading (NCES, 2010, 49); a percentage which does not represent any real progress compared with the 2007’ reading score average of 28% (Garcia, 2009, 84). Furthermore, eighth graders’ reading scores fell three points from 2007 with 25% of ELL students at or above basic proficiency. These figures are shocking when compared to the percentage of fourth and eighth grade non-ELL students who perform at or above basic achievement for reading (69% and 76% , respectively) (NCES, 2010, 51). States with considerable ELL populations have been enacting policies that try to limit use of ELL native languages for teaching. This is the case of California in 1998, Arizona in 2000 and Massachusetts in 2002 which enacted policies along that line (Jost, 2009, 1031). For example, the passage of Proposition 227 in California in 1998 aimed at focusing support only to English-only models for ELL. The attitudes against bilingualism and the effect on ELLs became evident in school life, as this student describes: “If they were caught speaking Spanish [in high school], they would get detention, have their mouths washed out with soap, have to run around the track for hours and/or be sent home until they were ready to be a 'true Tiger' - which was the school mascot.” (MacGregor-Mendoza, 2010, 359). Such immense achievement gaps and initiatives against bilingual methodologies make one want to reassess the manner in which ELLs are being taught and reconsider some alternatives to enable more academic success among this population. With that in mind, the research question for this paper is to examine the role of a particular bilingual model in promoting better achievement among ELLs. More specifically, this is an assessment of the role of Two-Way Immersion (TWI) programs in the United States and its impact on ELL education. By assessing such a model from various points of view including historical, political, and with a thorough literature review, results will lead to sound recommendations to better implement TWI programs in the future. This would also serve to highlight the benefits of such programs, to finally have a better sense how bilingual models such TWI can be a positive force for the development and growth of ELLs.

Considering the Needs of English Language Learner Populations

This article synthesizes reading intervention research studies intended for use with struggling or at-risk students to determine which studies adequately address population validity, particularly in regard to the diverse reading needs of English language learners. An extensive search of the professional literature between 2001 and 2010 yielded a total of 67 reading intervention studies targeting at-risk elementary students. Findings revealed that many current research studies fail to adequately describe the sample, including the accessible and target populations, and to disaggregate their findings based on demographic characteristics. When population validity issues are not addressed, researchers cannot generalize findings to other populations of students, and it becomes unclear what intervention strategies work, especially with English language learner student populations. However, 25 studies did specifically recognize and address the needs of English language learners, indicating more researchers are taking into consideration the diverse needs of other struggling student populations.

Collaboration Cubed: Isolated Mainstream Teachers Become ESL Experts to School Systems

This article reports on mainstream teachers who took part in a federally funded master's in teaching English to speakers of other languages (TESOL) program and through a series of collaborative efforts have become experts in their own school systems and leaders in English as a second language (ESL) teacher preparation throughout their region. Southern Connecticut State University's Training for All Teachers (TAT) Program addressed the needs of three medium‐sized urban school districts in the geographically isolated, historically underserved eastern half of Connecticut by offering teachers the opportunity to pursue the master's degree in bilingual education and TESOL via a satellite program. All three districts serve significant English language learner populations and had failed to make annual progress benchmarks. Through this experience, 10 teachers from the three districts earned a master's degree in TESOL and state certification in bilingual education and/or ESL. This article chronicles three programmatic collaborative efforts that played a significant role in this process: collaborative class‐based research projects, ongoing Community of Practice activities, and commitments to pay it forward.