Improving English language arts instruction in Indiana dual language bilingual education classrooms
Bibliographic Data
| ID | 21590027 |
|---|---|
| Authors | Woongsik Choi (0000-0003-3135-690X, Purdue University, West Lafayette, IN, USA, corresponding author), Wan Hee Kim (0000-0003-4541-2036, Twitter (United States)), Wayne Wright (0000-0003-1464-1899, Twitter (United States)), Trish Morita-Mullaney (0000-0001-5324-500X, Twitter (United States)) |
| Year | 2023 |
| Volume | 37 |
| Issue | 2 |
| Pages | 151-170 |
| Publication date | 2023-03-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language and Education (JOURNAL) |
| Journal identifiers | ISSN: 0950-0782 • E-ISSN: 1747-7581 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500782.2022.2032731 |
| OpenAlex | W4213254187 |
| Language | EN |
| Citations received | 5 |
| References cited | 28 |
This paper reports on a mixed methods systematic classroom observation study as part of a federally funded project to improve instruction for English language learners (ELLs) in Indiana Dual Language Bilingual Education (DLBE) classrooms. Participating DLBE teachers received professional development through online ELL licensure and DLBE certificate coursework along with on-site sociocultural instructional coaching. Participants include 15 teachers (7 treatment DLBE teachers; 8 comparison non-DLBE teachers). We observed and video recorded each teacher’s English language arts (ELA) block four times over 18 months to examine changes over time and determine the impact of the coursework and coaching on their instructional practices. Using the Sheltered Instruction Observation Protocol (SIOP), we compare the scores of the two groups over time. We also provide analytic classroom vignettes for six of the eight SIOP components to illustrate how treatment teachers’ instruction improved over time. The findings generally demonstrate that the treatment led to improvements in the overall quality of sheltered ELA instruction of the DLBE teachers, but also reveal areas in need of more attention within DLBE teacher professional development.Supplemental data for this article is available online at https://doi.org/10.1080/09500782.2022.2032731
Bilingual education · Coaching · Comprehension approach · Coursework · Ell · English language · English-language learner · Faculty Development · Language arts · Language education · Mathematics education · Pedagogy · Professional development · Rubric · Sheltered instruction · Teacher education · Teaching method · Vocabulary development · Collaborative Teaching and Inclusion · Multilingual Education and Policy · Psychology · Teacher Education and Leadership Studies
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Approaches and Methods in Language Teaching
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Decentralization, teacher quality, and the education of English learners
Teaching Practices and Language Use in Two-Way Dual Language Immersion Programs in a Large Public School District
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Implementing educational language policy in Arizona
Did They Get It? The Role of Fidelity in Teaching English Learners
The Intersection of Language and Race among English Learner (EL) Leaders in Desegregated Urban Midwest Schools
Effects of coaching on teacher use of sociocultural instructional practices
Cognitive coaching
The Gentrification of Dual Language Education
Obscuring Equity in Dual Language Bilingual Education
An Exploratory Factor Analysis of the Sheltered Instruction Observation Protocol as an Evaluation Tool to Measure Teaching Effectiveness
Developing Academic Language in English Language Learners Through Sheltered Instruction
Reclassification Patterns Among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms
Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All
| Citations per year | 1.25 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |