Sustainable Strategies in ESOL Teacher Development
Connecting Theory, Practice, and Community
DOI:
https://doi.org/10.18861/cied.2025.16.especial.4226Keywords:
sustainable teacher professional development, TESOL, community engagement, multilingual classrooms, education policyAbstract
This paper discusses sustainable approaches to ESOL (English to Speakers of Other Languages) teacher professional learning that effectively integrate theory, practice, and community engagement for long-term growth and positive impact. As classrooms become increasingly multilingual and diverse due to globalization and rapid technological advancements, it is essential that professional development for teachers is comprehensive, adaptable to various contexts, and deeply embedded within community ecosystems. Such an approach ensures that teachers are equipped with relevant skills and knowledge to meet evolving student needs while fostering a supportive learning environment. The paper highlights several effective strategies, including the creation of professional learning communities, mentorship programs, action research initiatives, and place-based practices. These methods help bridge the gap between research and practice by encouraging authentic, real-world classroom experiences. Additionally, the paper discusses common challenges faced when implementing sustainable teacher development, such as ideological resistance, resource limitations, and systemic barriers within educational institutions. To address these issues, the paper offers recommendations for shaping educational policies, fostering leadership development, and promoting community-driven initiatives. Overall, it emphasizes that sustainable ESOL professional learning requires ongoing collaboration and commitment from all stakeholders to create a resilient and inclusive educational ecosystem that benefits both teachers and learners in the long term.
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