Teachers' Pedagogical Differences during ESL Block among Bilingual and English-Immersion Kindergarten Classrooms in a Randomized Trial Study

Autor/inn/en	Lara-Alecio, Rafael; Tong, Fuhui; Irby, Beverly J.; Mathes, Patricia
Titel	Teachers' Pedagogical Differences during ESL Block among Bilingual and English-Immersion Kindergarten Classrooms in a Randomized Trial Study
Quelle	In: Bilingual Research Journal, 32 (2009) 1, S.77-100 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
Schlagwörter	Urban Schools; Immersion Programs; Bilingual Education; Second Language Learning; Kindergarten; English (Second Language); Teaching Methods; Teacher Behavior; Classroom Observation Techniques; Comparative Analysis; School Districts; Intervention; Time on Task; Expressive Language; Scaffolding (Teaching Technique); Spanish Speaking; Visual Aids; Classroom Communication; Control Groups; Block Scheduling; Texas + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Immersionsprogramm; Bilingual teaching; Bilingualer Unterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher behaviour; Lehrerverhalten; School district; Schulbezirk; Zeitaufwand; Anschauungsmaterial; Klassengespräch; Block teaching; Blockunterricht; Stundentafel
Abstract	Using a low-inference observational instrument, the authors empirically described and compared pedagogical behaviors in bilingual and structured English-immersion programs serving Spanish-speaking English language learners in a large urban school district in Southeast Texas. The two programs included both intervention/control of each type during ESL block. The 9,508 observations were collected four times during the kindergarten year from 54 classrooms in 23 schools. Findings indicated that within the English-immersion program, teachers in experimental, as opposed to control, classrooms allocated more instructional time (p less than 0.01) in (a) cognitive areas and expressive-language-related tasks in English, (b) teacher-ask/student-answer types of activities, (c) academic visual scaffolding and leveled questions, and (d) encouraging student interactions. Similar differences were found in teachers between experimental and control bilingual classrooms. (Contains 3 tables, 4 figures and 1 footnote.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10