Using cogenerative dialogues to improve coteaching for language learner (LL) students in an inclusion science classroom

Im, Sungmin; Martin, Sonya N.

doi:10.1080/1359866x.2015.1060295

Cited by 21 publications

(16 citation statements)

References 23 publications

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“…Training KSL teachers to be able to support science teachers in mainstream classrooms to integrate discipline specific language and literacy skills with scaffolding techniques that use both inquiry-based and language-based strategies can improve science and KSL teachers' confidence and pedagogical knowledge for teaching CLD student populations (Durgunoglu & Hughes, 2010;Echevarria, et al, 2006). Beyond developing new teacher education programs, policies can be developed that allow teacher education programs to design add-on certifications that offer coursework designed to train specialized teachers how adapt curriculum and instruction to meet the needs of CLD students and model how to use content-specific strategies in content classrooms through co-teaching (Im & Martin, 2015).…”

Section: Policy To Support Improved Educational Outcomes For Cld Studmentioning

confidence: 99%

“…These studies have shown that for teachers to create effective science learning environments for their students, they need to be aware of their personal beliefs about science and about teaching and learning. Other studies have found that teachers' cultural beliefs (related to social norms, customs and values) (Wang, 2004;Martin, 2006) and personal biases regarding gender (Jones & Wheatley, 1990;She, 2000), race and ethnicity (Atwater, Lance, Woodard, & Johnson, 2013), linguistic ability (Lee, Luykx, Buxton, & Shaver, 2007;Im & Martin, 2015;, and student ability (Kirch, Bargerhuff, Cowan, & Wheatly, 2007) can also influence their decisions and actions in the science classroom. Currently, there is a dearth of research examining how teacher beliefs and attitudes may impact learning for culturally and linguistically diverse (CLD) 1 students.…”

Section: Introductionmentioning

confidence: 99%

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Exploring how Korean teacher’s attitudes and self-efficacy for using inquiry and language based teaching practices impacts learning for culturally and linguistically diverse students: Implications for science teacher education

Park

Chu

Martin

2016

EURASIA J MATH SCI T

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Demographic trends in Korea indicate that the student population is becoming more diverse with regards to culture, ethnicity and language. These changes have implications for science classrooms where inquiry-based, student-centered activities require culturally and linguistically diverse (CLD) students to connect with their peers and successfully navigate both everyday and content specific language. This study introduces the K-TASILT (Korean Teachers' Attitudes and Self-efficacy for Inquiry and Language based Teaching) questionnaire, which we designed to investigate Korean teachers' conceptions of diversity, inquiry teaching, and language education to help explore attitudes and self-efficacy towards teaching inquiry and language skills to CLD students. An analysis of 144 primary and secondary schools teachers' responses revealed that they have fairly positive attitudes towards CLD students and positive self-efficacy for teaching inquiry, but they also have limited self-efficacy for implementing effective language teaching supports for using inquiry teaching with CLD students. We raise questions about the ways in which teachers' attitudes and beliefs about inquiry teaching and language acquisition could shape teaching practices that limit or afford opportunities for CLD students to participate in school science. We offer implications for science teacher education programs in Korea focused on enhancing diversity and 1801 especially true in classrooms where teachers use inquiry teaching strategies that emphasize language use and social interactions between CLD students and their peers. This study seeks to fill this gap by exploring these issues in the context of Korea where a recent rise in immigration has resulted in a rapid increase in CLD student population in the public school system.In this paper, we describe the development of K-TASILT (Korean Teachers' Attitudes and Self-efficacy for Inquiry and Language based Teaching), an instrument designed to explore Korean teachers' attitudes and self-efficacy towards teaching inquiry and language skills to CLD students. In addition to discussing our method for ensuring validation and reliability, we also share findings from survey implementation that suggest Korean teachers' attitudes and beliefs about cultural and linguistic diversity have the potential to impact how CLD students experience school and science. We use our findings to draw attention to some of the challenges Korean teachers and CLD students face when teaching and learning science content in inquiry-based classrooms. Building from these findings, we raise questions about the need for programs designed to support Korean teachers to better understand diversity and to be able to implement multicultural and second language education strategies, especially in content specific classrooms where CLD students are learning science. We conclude by raising more questions for future research and by discussing the implications of our work for researchers and science teacher educators in educational contexts that are la...

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Section: Policy To Support Improved Educational Outcomes For Cld Studmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring how Korean teacher’s attitudes and self-efficacy for using inquiry and language based teaching practices impacts learning for culturally and linguistically diverse students: Implications for science teacher education

Park

Chu

Martin

2016

EURASIA J MATH SCI T

Self Cite

View full text Add to dashboard Cite

show abstract

“…This suggests that doing cogen necessitates the re-defining of roles of the people involved to ensure collective responsibility (Tobin & Roth, 2002;Ritchie, Mackay, & Rigano, 2006). This can potentially translate to better rapport, trust, respect and relationship between the people (Im & Martin, 2015). Clearly, cogen contrasts with the usual teacher-student classroom talk.…”

Section: Cogenerative Dialogue (Cogen)mentioning

confidence: 99%

“…The emancipatory feature of PAR transpired from a study by Im and Martin (2015). The purpose of the study was to allow the teachers to have a better understanding of students' learning behavior.…”

Section: Integrating Cogen In Parmentioning

confidence: 99%

“…This is done by analyzing videotaped lessons individually or collectively and selecting vignettes from the recorded lessons for further discussion. The chosen vignettes may depict pertinent issues such as teacher's instructional practices (Siry & Martin, 2014), students' learning difficulties (Im & Martin, 2015), and desired learning behavior (Martin, 2006;Tobin, 2006). The second stage requires the collaborative effort of the stakeholders to cogenerate a workable solution to address the pertinent issue(s) identified in stage one.…”

Section: Cogenerative Dialogue (Cogen)mentioning

confidence: 99%

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Enabling classroom change by infusing cogen and coteaching in participatory action research

Teo

Badron

Tan

2017

Asia Pac. Sci. Educ.

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Participatory action research is an empowering approach to advance research with participants. This paper describes and discusses the process and outcomes in engaging cogenerative dialogue (cogen) and coteaching in participatory action research (PAR) to support science curriculum change in a Singapore lower track classroom. The intervention was introduced after researching in a science teacher's two lower tracker classrooms for about 18 months and observing that his lessons were teacher-centered and he experienced difficulty engaging the students. Using the empirical findings to inform teaching practice, the researchers engaged the science teacher and two selected students in two cogen sessions to identify issues with the science lessons. The students suggested solutions which were taken up and used to plan and design revised lessons co-taught by the science teacher and one researcher. This paper describes changes to the teacher's and researcher's teaching, learning, and research experiences through the lens of cogen and PAR. Transcripts from one cogen session, one cotaught lesson, one teacher interview, and one researcher's written reflections were analyzed to distil affordances of PAR that led to changes in the classroom practices, views about science teaching and ways to carry out science research. The study illuminates the potentially transformative role of cogen, when coupled with action research, in Singapore and other classrooms.

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Teaching Science to English Language Learners

Oliveira¹,

Weinburgh²,

McBride³

et al. 2019

The Handbook of TESOL in K‐12

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Using cogenerative dialogues to improve coteaching for language learner (LL) students in an inclusion science classroom

Cited by 21 publications

References 23 publications

Exploring how Korean teacher’s attitudes and self-efficacy for using inquiry and language based teaching practices impacts learning for culturally and linguistically diverse students: Implications for science teacher education

Exploring how Korean teacher’s attitudes and self-efficacy for using inquiry and language based teaching practices impacts learning for culturally and linguistically diverse students: Implications for science teacher education

Enabling classroom change by infusing cogen and coteaching in participatory action research

Teaching Science to English Language Learners

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