Educators' Beliefs about Appropriate Pedagogical Models for Spanish-Speaking ELLs Who Differ in Home-Language and English-Language Literacy Abilities in the United States

Autor/inn/en	Murphy, Audrey Figueroa; Torff, Bruce; Sessions, David
Titel	Educators' Beliefs about Appropriate Pedagogical Models for Spanish-Speaking ELLs Who Differ in Home-Language and English-Language Literacy Abilities in the United States
Quelle	In: International Journal of Bilingual Education and Bilingualism, 22 (2019) 4, S.402-413 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1259291
Schlagwörter	Spanish Speaking; English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; Literacy; Teacher Attitudes; Outcomes of Education; Teaching Methods; Instructional Effectiveness; Bilingualism; Bilingual Education; Self Contained Classrooms; Student Placement; Language Attitudes; Models; Native Language; Elementary Secondary Education + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Lehrerverhalten; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Bilingualismus; Bilingual teaching; Bilingualer Unterricht; Schülerpraktikum; Sprachverhalten; Analogiemodell
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01