Abriendo Caminos: Peer coaching of culturally relevant pedagogy for teachers of adolescent emergent bilinguals

The current reform agenda is failing to educate adolescent emergent bilinguals. Consequently, scholars and educators must rethink current pedagogy and practices and develop innovative pedagogical approaches grounded in the needs, interests, circumstances and resources of these students. The primary purpose of this action research study was to examine how one such innovation, Abriendo Caminos (AC), a professional development peer coaching approach committed to enhancing teachers' development of culturally relevant pedagogy, supported teachers in transforming their practice in working with adolescent emergent bilinguals in the Pajaro Valley Unified School District. Specifically, this study examines how teachers participating in Abriendo Caminos develop culturally relevant pedagogy through a cycle of modeling, observation, reflection, dialogue and practice aimed at meeting the academic needs of their students. Participants included 14 middle and high school teachers who shared their perceptions of the AC program and offered suggestions for the future. In addition, 39 middle school students shared their views on the effectiveness of culturally responsive literacy strategies, such as Reciprocal Teaching, highlighting how these strategies supported their learning. Drawing primarily on qualitative and case study approaches, the principle data sources for this study consist of semi-structured and informal interviews with teachers and students. Findings suggest that a situated approach to professional development, one that recognizes the skills, experiences and knowledge of teachers and students, enhances teachers' abilities to support the literacy learning of adolescent emergent bilinguals with whom they work.