Emergent Change: A Network Analysis of Elementary Teachers' Learning About English Learner Instruction

The focus of this study is on how a suburban district responded to changing demographics and the systems it developed to support teachers of English learners (ELs). The researchers of this qualitative study examined elementary teachers' EL-related professional learning opportunities, and the district and school-level organizational contexts. They found that the organizational structures encouraged a separation of content and language teaching. However, this separation was mitigated by principals who fostered a sense of shared responsibility and collaborative teaching. The implications of this study for policymakers, teachers, and school leaders are discussed in light of creating inclusive environments for ELs.