From Preservice to Practice: Mainstream Elementary Teacher Beliefs of Preparation and Efficacy with English Language Learners in the State of Florida

Coady, Maria R.; Harper, Candace; Jong, Ester de

doi:10.1080/15235882.2011.597823

Cited by 106 publications

(87 citation statements)

References 25 publications

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“…Empirical work with a school-age population has indicated that the teacher’s ability to speak the student’s home language is related to more positive beliefs about bilingual education/teaching bilingual students (Flores & Smith, 2008; Lee & Oxelson, 2006; Youngs & Youngs, 2001), feelings of preparedness (Coady, Harper, & de Jong, 2011), and students’ academic outcomes (e.g., Cirino, Pollard-Durodola, Foorman, Carlson, & Francis, 2007; Dixon et al, 2012). Yet, it is critical that we also examine the relation between teachers’ ability to speak a second language and their use of linguistically responsive practices with DLLs.…”

Section: Potential Influences On Language and Literacy Practices Withmentioning

confidence: 99%

Preschool teachers’ language and literacy practices with dual language learners

Sawyer

Hammer

Cycyk

et al. 2016

Bilingual Research Journal

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The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and culture beliefs, Spanish speaking ability, and classroom composition. Results indicated that teachers, including those who spoke Spanish, used few linguistically responsive practices to support preschool DLLs. Only Spanish-speaking ability was related to practices. Implications for targeted professional development are discussed.

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Section: Potential Influences On Language and Literacy Practices Withmentioning

confidence: 99%

Preschool teachers’ language and literacy practices with dual language learners

Sawyer

Hammer

Cycyk

et al. 2016

Bilingual Research Journal

View full text Add to dashboard Cite

show abstract

“…They also provide opportunities for oral and written language practice (Coady et al., ; de Jong & Harper, ; Verplaetse, ). Specialized knowledge of assessment and feedback, including the role of standardized tests and performance (alternative) assessments, and understanding of assessment accommodations, are also characteristic of successful teachers of ELLs (Abedi, Hoffstetter, & Lord, ; Brower & Korthagen, ; Coady et al, ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Aiming for Equity: Preparing Mainstream Teachers for Inclusion or Inclusive Classrooms?

2015

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Mainstream teachers throughout the world are increasingly expected to differentiate instruction for primary‐grade students with diverse learning needs, including second or English language learners (ELLs). Does teacher preparation translate into instructional practices for English language development? What do graduates of those programs do differently, if anything, for ELLs in their classrooms? This mixed‐methods study examined the beliefs and practices of two focal teacher graduates of a teacher preparation program that included second language training. Findings show that teacher graduates working with ELLs in primary classrooms with low numbers of ELLs used some generic accommodation strategies and just‐in‐time scaffolding techniques, but they rarely instituted specific ELL practices to facilitate the English language development of ELLs. The authors discuss implications for second language educators.

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“…Innovations include courses focused on English learners and linguistic concerns (Lucas & Grinberg, 2008), infusion of attention to ELs in programs (Athanases & de Oliveira, 2011;Coady, Harper, & de Jong, 2011), and an EL-focused licensure program (Lucas, de Oliveira, & Villegas, in press). Efforts also include coursework using direct contact with ELs through tutoring (Walker & Stone, 2011), as well as collaborative efforts between EL experts and methods instructors in infusing academic language into TE coursework (de Oliveira & Shoffner, 2009).…”

Section: Downloaded By [Queensland University Of Technology] At 19:56mentioning

confidence: 99%

Learning About English Learners' Content Understandings Through Teacher Inquiry: Focus on Writing

2013

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Writing is central to academic development, permeates content area coursework and serves as both a vehicle for and a display of learning. For English learners (ELs), writing poses challenges, and teachers need preparation in how to understand and respond to these. This study reports 5 teacher inquiry processes that preservice teachers in one teacher education program used to learn more about their ELs and their writing performances, strengths, learning, preferences, and needs. The inquiry processes provided opportunities to develop knowledge of content and students (Ball, Thames, & Phelps, 2008), a key subdomain of the knowledge base of effective teaching.

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From Preservice to Practice: Mainstream Elementary Teacher Beliefs of Preparation and Efficacy with English Language Learners in the State of Florida

Cited by 106 publications

References 25 publications

Preschool teachers’ language and literacy practices with dual language learners

Preschool teachers’ language and literacy practices with dual language learners

Aiming for Equity: Preparing Mainstream Teachers for Inclusion or Inclusive Classrooms?

Learning About English Learners' Content Understandings Through Teacher Inquiry: Focus on Writing

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