The education of English language learners (ELL) has varied a lot throughout the years. The ELL task force in Arizona changed what educators do with English language learners by focusing on separating these students from proficient English speaking students for four hours of English language development daily. This action research shows the creation of a Community of Practice (CoP) for enriched English Language Development (ELD). The study investigated how a CoP enriched the English language development time, as well as the factors that contributed to or inhibited the success of the ELD time within the context of a state mandate. Seven teachers were involved in the action that centered around CoP meetings during a period of 10 weeks. Data sources included observations in each classroom, recordings of the meetings, artifacts such as e-mail communication, a reflective journal and a post-survey at the end of the research in action.;The study determined two conclusions. The first conclusion was that the CoP was an effective tool for professional development. It helped the teachers learn strategies from each other and articulate and implement the ELD policy. The second conclusion was that professionalism led to the CoP's success. The teachers collaborated professionally by voicing their concerns and sharing classroom experiences.
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