What is Biography-Driven Instruction

The mission of this chapter is two-fold. First, it reports on a mixed-methods study examining teachers' instructional growth, including challenges and perceived influences, while pursuing CRT with differentiation for English learners within their English-medium classrooms as they participated in a sustained professional development program. Second, it discusses challenges and opportunities in empowering teachers to provide equitable educational opportunities for English learners. Results indicated that teachers' instructional practices became more relational, and their instructional change was statistically significant and practically meaningful in all standards of effective pedagogy measured. Instructional changes were most noticeable in the contextualization of learning and joint-productive activity. The most challenging practice was using native languages as instructional resources. Teachers reported English-only school policies and other institutional factors as influential factors.