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Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Journal of Social and Political


ISSN 2615-3718 (Online)

ISSN 2621-5675 (Print)

asia insitute of research, journal of social and political sciences, jsp, aior, journal publication, humanities journal, social journa
asia insitute of research, journal of social and political sciences, jsp, aior, journal publication, humanities journal, social journa
asia insitute of research, journal of social and political sciences, jsp, aior, journal publication, humanities journal, social journa
asia insitute of research, journal of social and political sciences, jsp, aior, journal publication, humanities journal, social journa
open access

Published: 09 December 2022

Targeted English Language Development Professional Development Matters: The Impact of English Language Development-Content Based Teaching and Learning (ELD-CBTL) on Teachers’ Self-Efficacy in Teaching Secondary Level English Learners

Cecilia Mendoza, Pei-Ying Wu

California State University Fresno

journal of social and political sciences
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Pages: 103-117

Keywords: Differentiated Professional Development, Content-Based Instruction, Emergent Bilinguals, Collective Teacher Efficacy, Adult Learning, College and Career Readiness, Integrated English Development Instruction


This study is situated in an educational context where secondary Latinx English learners’ enrollment has dramatically increased. However, many face limited access to quality education and lack the skills to be college and career-ready. To tackle this problem, the English Language Development–Content-Based Teaching and Learning (ELD–CBTL) model is designed and implemented to help shift teachers’ knowledge, beliefs, attitudes, and practices of using appropriate ELD strategies in a career academy to ELs. The ELD–CBTL model is rooted in the teacher change theory and aligned with the California Principles of the English Learner Roadmap, which included professional development on ELD, ELD instructional training, and coaching support. Findings show that the participating teachers’ self-efficacy shifted when they applied the instructional skills, which made them more confident with providing rigorous EL content that meets the requirements for college admission.


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