Educators’ beliefs about appropriate pedagogical models for Spanish-speaking ELLs who differ in home-language and English-language literacy abilities in the United States
Bibliographic Data
| ID | 20505667 |
|---|---|
| Authors | Audrey Figueroa Murphy (Department of Education Specialties, St. John’s University, Jamaica, NY, USA, corresponding author), Bruce Torff (Hofstra University), David N Sessions (Hofstra University), David Sessions (0000-0002-2012-1200, Hofstra University) |
| Year | 2019 |
| Volume | 22 |
| Issue | 4 |
| Pages | 402-413 |
| Publication date | 2019-05-19 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Bilingual Education and Bilingualism (JOURNAL) |
| Journal identifiers | ISSN: 1367-0050 • E-ISSN: 1747-7522 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13670050.2016.1259291 |
| OpenAlex | W2560162023 |
| Language | EN |
| Citations received | 2 |
| References cited | 22 |
Survey research (n = 366) examined educators' beliefs about the efficacy of five pedagogical models (English as a second language (ESL) self-contained, ESL push-in, ESL pullout, bilingual, and dual language) for English language learners who differ in English literacy proficiency and home-language abilities (delimited to Spanish in this research). Dual language was preferred when students have high English proficiency; this effect was extremely strong for students who are also proficient in Spanish, and moderate when students' Spanish skills are low. Bilingual education was moderately favored when English is low and Spanish is high. ESL self-contained was moderately favored when students lack literacy proficiency in both English and Spanish. Language proficiency was a consistent predictor of model preferences, with effects sufficiently strong to likely have meaningful impact on actual student placements. Future research should determine the extent to which this pattern in teachers' beliefs comports with educational outcomes
Ell · Language proficiency · Linguistics · Literacy · Mathematics education · Multilingualism · Neuroscience of multilingualism · Pedagogy · Sociology · Teaching method · Translanguaging · Vocabulary development · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Dual Language Education
Secondary Teacher Attitudes Toward Including English-Language Learners in Mainstream Classrooms
How to Select, Calculate, and Interpret Effect Sizes
The English-Only Movement
Dueling Models of Dual Language Instruction
Dual Language Education
Cognitive Development in Bilingual Children
Dual-Language Education for Low-Income Children
Self-Designated Dual-Language Programs
The Role of Teacher-Talk in a Dual Language Immersion Third Grade Classroom
Strangers and Professionals
Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs
Uninvited Guests
| Unique citing works | 2 |
|---|---|
| Citations per year | 0.29 |
| Citation span | 2019 - 2020 (2) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |