JOYFUL LEARNING MATTERS: TEACHER PRACTICES IN AMPLIFYING JOYFUL LEARNING EXPERIENCES FOR CHINESE ENGLISH LANGUAGE LEARNERS

Abstract

The purpose of this participatory action research project (PAR) was to study how a group of teachers designed and implemented strategies with the intent of amplifying joyful learning experiences for Chinese English Language Learners (ELLs). The research focused on four classroom teachers in an elementary school as Co-Practitioner Researchers (CPR) who worked collaboratively to articulate the characteristics of joyful learning, co-design an observation tool, and select and implement culturally and linguistically responsive joyful learning strategies for Chinese ELLs. The researchers incorporated Community Learning Exchange (CLE) processes, three PAR cycles of inquiry, and collaborative work. Using the axioms of CLE, we learned together by engaging in deeper understanding of the potential cultural and historical influences in Chinese ELL students' learning and through authentic experiences of examining our practices in classrooms. Through data analysis of evidence from observations, CPR member reflections, documents, and artifacts, two key findings emerged from the PAR study: (1) teachers who cultivate intentional relationships with students support a safe and joyful learning environment for students; and (2) teachers who plan and implement lessons with specific CLRP strategies support ELL equitable access, academic rigor, and agency. Based on the study findings about how teachers can collaborate to shift their practices to incorporate more access and rigor for ELL students, school leaders can consider three recommendations when designing professional learning and facilitating instructional shifts: foster a learning environment with gracious space to empower staff; cultivate relational trust and agency to engage collaborative work; and center learning on strengthening teachers' culturally and linguistically responsive practices to amplify students joyful learning experiences.