Learning about the Literacy Development of English Language Learners in Asynchronous Online Discussions

Abstract

The present study examined asynchronous online discussions in the online course “English Language Development” to identify themes related to teachers and teacher candidates' learning about the language and literacy development of English Language Learners (ELLs) when they facilitated online discussions. Our overall goal was to determine whether teachers and teacher candidates developed sufficient understanding to effectively educate ELLs. Participants were 29 teachers and teacher candidates who were enrolled in the course in the fall semester, 2011 at a large research university in Indiana. The following research questions were addressed: 1) What do candidates identify as key issues for the literacy development of ELLs when they facilitate online discussions? and 2) In what ways did they discuss these key issues in the online environment? The analysis of teachers and teacher candidates' weekly online discussion postings (n = 154) indicated that student-discussion facilitation can impact the levels of teachers and teacher candidates' understanding about the literacy development of ELLs.