Survey Examines Challenges of Teaching California's English Learning Students; Teachers Say They Lack Preparation and Resources Needed to Teach English Learners.

SANTA CRUZ, Calif. -- A new survey of more than 5,000 teachers finds little participation in professional development activities and a lack of time and instructional resources needed to effectively teach the nearly 1.6 million students designated as English learners in California's public schools, according to a report released today by the Center for the Future of Teaching and Learning. The teachers surveyed also said their efforts to teach English learners are complicated by their struggle to effectively communicate with the parents and families of English learning students.

"Listening to Teachers of English Language Learners," a collaborative project of Policy Analysis for California Education (PACE), the University of California Linguistic Minority Research Institute (UC LMRI) and The Center for the Future of Teaching and Learning, examines the views of California's teachers about their experiences, challenges and professional development needs in teaching the states' English learners. Among the report's key findings of those surveyed:

--More than half of the teachers whose classrooms had 1/4-or more EL students received no more than one in-service that focused on the instruction of English learners -- and many had received none at all.

--Lack of time and appropriate tools and materials were commonly cited challenges. Many teachers said that they did not have textbooks written in a way that made the material accessible to English learners.

--K-6 teachers said that their greatest challenge was trying to communicate with students' families and communities. Seventh-12th grade teachers most often mentioned communicating with, understanding, and connecting with students as the greatest challenge they faced.

The report also offers specific recommendations for strengthening California's capacity to effectively teach the nation's largest population of English learning students.

"Listening to Teachers of English Language Learners" is based on the responses of more than 5,000 California teachers. While not a random sample, the report includes teacher responses from 22 school districts and reflects the variety and demographics of the state's teaching workforce. The report also includes information from four focus group sessions conducted in different geographic areas of the state. The report's principal authors are PACE co-director Patricia Gandara and PACE senior researchers Julie Maxwell-Jolly and Anne Driscoll. Funding for the initiative was provided by the Clarence E. Heller Charitable Foundation, The William and Flora Hewlett Foundation, and the Stuart Foundation.

"Listening to Teachers of English Language Learners" will be published on May 16, 2005 on the Center for the Future of Teaching and Learning's website at www.cftl.org. The report's principal authors are available for comment and may be reached at 530-752-1533. To receive a copy of the report, or for assistance in scheduling an interview, please contact John McDonald at 310-798-3252, or by email at [e-mail].