Featured Scholar: Annela Teemant, Ph.D.
Professor of Language Education
Indiana University School of Education, IU Indianapolis
Research Video: https://youtu.be/x17r1Mu0YDA
Reframing Teacher Learning as a Mirrored Process of Becoming
Professor Annela Teemant's expertise is in preparing teachers for students learning English as a new language in K-12 settings. English language learners are the fastest growing student population in the United States, making up about 10% of the population currently. But projections say that by 2025, it may be as high as 25% of students are English language learners.
Currently, 64% of United States teachers already have at least one English learner in their classroom, and soon they will have more. What this means is that every teacher is a teacher of English language learners. These teachers deserve more professional development opportunities that expand their knowledge of language, culture, pedagogy and equity mindedness. Professor Teemant's research focuses on improving teacher preparation for multilingual learners. Over her career, she has garnered six U.S. Department of Education federal grants (about $14 million in federal funding) to study teacher quality for multilingual learners.
Educational equity for multilingual learners and the American public school system is a complex problem. Current solutions are never final. It's an evolving and ongoing process. Professor Teemant works collaboratively with public school teachers as capacity builders to implement and then evaluate research findings in the proposals, the designs, and in the professional development. Professor Teemant and her research partners hope this leads to better outcomes for their students. Her scholarship has always been nestled between the university and public schools, and she has used that collaborative space to translate theory and research into practice in collaborations with teachers, coaches and school leaders. She has created curriculum materials or approaches to professional learning that she and her collaborators are able to design, implement and then evaluate using quasi-experimental, qualitative and mixed method research to determine the impact those innovations have on teacher learning and then ultimately on student learning outcomes. Educational equity is an unfinished reality. And as collaborators in that process, in the research that Professor Teemant conducts with teachers, they both get to be unfinished and incomplete. Yet, they are still on a process of becoming more equitable and more aware of how they can better serve multilingual learners in the public school systems.
Professor Teemant's translation of research into opportunities for teachers to improve their pedagogy practices for all learners is another excellent example of how IU Indianapolis's faculty members are TRANSLATING their RESEARCH INTO PRACTICE.
Selected Publications in IU Indianapolis ScholarWorks
With several research works contributed to IU Indianapolis's free, open access repository, Professor Annela Teemant has made translational research knowledge available to professionals, researchers, students, and communities around the world.
Sherman, B., & Teemant, A. (2022). Agency, identity, power: An agentive triad model for teacher action. Educational Philosophy and Theory, 54(9), 1464–1475. https://hdl.handle.net/1805/30160
Sherman, B. J., & Teemant, A. (2022). The Critical Space Between: Weaving Freirean and Sociocultural Pedagogies 1. In Paulo Freire and Multilingual Education. Routledge. https://hdl.handle.net/1805/29116
Sherman, B.J., & Teemant, A. (2021). Enduring principles of learning: Pathways to vital learning in vibrant classrooms [Practitioner Brief No.2]. Indiana University Purdue - University Indianapolis. https://hdl.handle.net/1805/29526
Sherman, B., Haneda, M., & Teemant, A. (2020). A Rhizomatic Case Analysis of Instructional Coaching as Becoming. In Transforming Language and Literacy Education. Routledge. https://hdl.handle.net/1805/26790
Haneda, M., Sherman, B., Bose, F. N., & Teemant, A. (2019). Ways of interacting: What underlies instructional coaches’ discursive actions. Teaching and Teacher Education: An International Journal of Research and Studies, 78(1), 165–173. https://hdl.handle.net/1805/20716
Teemant, A. (2018). Reframing the space between: Teachers and learners in context. Language Teaching Research, 1362168818777527. https://hdl.handle.net/1805/18741
Maritza Covarrubias, Annela Teemant, and Cathy Bhathena. 2016 April 8. Beliefs and Attitudes: How the Presence of English Language Learners in Mainstream Classrooms Affects Classroom Practices. Poster session presented at IU Indianapolis Research Day 2016, Indianapolis, Indiana. https://hdl.handle.net/1805/9859
Maritza Covarrubias, Annela Teemant, and Cathy Bhathena. (2015, April 17). Academic Success of English Language Learners: Are Mainstream Teachers Underprepared? Poster session presented at IU Indianapolis Research Day 2015, Indianapolis, Indiana. https://hdl.handle.net/1805/8613
Teemant, A. (2015). Living Critical Sociocultural Theory in Classroom Practice. MinneTESOL Journal, 31(2). https://hdl.handle.net/1805/31736
Teemant, A. (2013). ESL University Students’ Testing Preferences. INTESOL Journal, 10(1), Article 1. https://hdl.handle.net/1805/31734
Harvey, L., & Teemant, A. (2012). Who Does What an Why?: ESL Administrators’ Perspectives on the Roles of ESL Specialists and Mainstream Teachers. INTESOL Journal, 9(1), Article 1. https://hdl.handle.net/1805/31643
Teemant, A. (2012). Tailoring STEM instruction for diverse learners: What matters most. Midwest Noyce Regional Conference Proceedings, 2013, 49–54. https://hdl.handle.net/1805/31733
Dr. Annela Teemant, Associate Professor of Second Language Education School of Education Indiana University – Purdue University Indianapolis. (2011, April 8). Investigating the Efficacy and Sustainability of Instructional Coaching on Teacher Pedagogy. Poster session presented at IU Indianapolis Research Day 2016, Indianapolis, Indiana. https://hdl.handle.net/1805/10645
Teemant, A. (2010). ESL Student Perspectives on University Classroom Testing Practices. Journal of the Scholarship of Teaching and Learning, 10(3), 89–105. https://hdl.handle.net/1805/31704
Teemant, A. (2010). Measuring the effectiveness of an ESL coaching model. In C. J. Casteel & K. Gebbie Ballantyne (Eds.), Professional development in action: Improving teaching for English learners (pp. 17–19). National Clearinghouse for English Language Acquisition. https://hdl.handle.net/1805/31705
Teemant, A., Tyra, S., & Wink, J. (2009). Evaluating the effectiveness of the CREDE coaching model. CREDE Conference, San Francisco, CA. https://hdl.handle.net/1805/31735
Teemant, A. (1987). Determining Vocabulary to Include in Language Materials: An Example with Marketing Terms. Deseret Language and Linguistic Society Symposium, 13(1). https://hdl.handle.net/1805/31703
Find more free articles by Annela Teemant in IU Indianapolis ScholarWorks.