The ELL Professional Development Program is a research and service project. The project is funded by U.S. Department of Education ($1,466,668; 2011-2016). In this project, we engage pre-service teachers at Claflin University and in-service teachers in school districts in research, i.e., collecting qualitative research data on the teaching effectiveness and learning experiences of English Language Learners (ELLs), while providing service and training.
The project is designed through a three-fold process for research and service activities in three phases (Phase I, Phase II, & Phase III). The main goal is to collect research data on teaching effectiveness and professional development to train both pre-service teachers and in-service teachers to improve instruction that accelerates ELLs' acquisition of language, literacy, and content knowledge.
The National Professional Development (NPD) program is a research and service project. The project is funded by U.S. Department of Education ($984,030.00; 2007-2012). In this project, we engage pre-service teachers in research to collect qualitative research data on the teaching effectiveness and learning experiences of English Language Learners (ELLs) while providing service to local schools. The project goal is to prepare the pre-service teachers to be effective teachers who can work effectively with diverse learners including ELLs.
The ELL school population is the fastest growing segment in the U.S. school population. South Carolina has the highest increase of the ELL population in the nation in the past decade. To be effective in teaching, teachers must know to work with this school population. Thus, the NPD program provides the important support for the pre-service teachers at Claflin for teaching diversity and being effective teachers.
The ELL Center Project is an innovative project. The project is funded by South Carolina Commission on Higher Education ($729,626; 2011-2016). This project collects qualitative research data on professional development and teaching effectiveness on teaching ELLL while providing professional training to in-service teachers. Project expected outcomes include the participants’ improved L2 theoretical knowledge and teaching strategies for working effectively with ELLs measured by pre- and post-assessment.