Encountering spaces of resistance when implementing research-based strategies for English Language Learners (ELLs)

Abstract

This article discusses research findings from follow-up studies on the effects of purposeful programming designed to prepare educators who participated in either of two professional development federal grants funded by the U.S. Department of Education (REALL 2007 and LEAD 2012) to address the needs of English Language Learners (ELLs). The qualitative data gleaned through focus group interviews and responses to questionnaires collected in these studies describe both educators’ sense of self-efficacy (Bandura, 1994) and their students’ transformations as they experience success. The longitudinal data collected over a 6-year period include narratives of resistance encountered by the grant participants in spaces such as schools, districts, and the broader community, and how these challenges were approached.