From Teacher Professional Development to the Classroom: How NLP Technology Can Enhance Teachers' Linguistic Awareness to Support Curriculum Development for English Language Learners

Autor/inn/en	Burstein, Jill; Shore, Jane; Sabatini, John; Moulder, Brad; Lentini, Jennifer; Biggers, Kietha; Holtzman, Steven
Titel	From Teacher Professional Development to the Classroom: How NLP Technology Can Enhance Teachers' Linguistic Awareness to Support Curriculum Development for English Language Learners
Quelle	In: Journal of Educational Computing Research, 51 (2014) 1, S.119-144 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.2190/EC.51.1.f
Schlagwörter	Faculty Development; Natural Language Processing; Metalinguistics; Curriculum Development; Modern Language Curriculum; English Language Learners; Scaffolding (Teaching Technique); Language Teachers; Instructional Design; Knowledge Base for Teaching; Feedback (Response); Feasibility Studies; Program Implementation; Certification; Pretests Posttests; Knowledge Level; Lesson Plans; Program Effectiveness; Middle School Teachers; Teacher Surveys; California; New Jersey; Texas + Suchen Sie Ihr Suchwort? Natürliche Sprache; Metalanguage; Metasprache; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Language teacher; Sprachunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching theory; Theory of teaching; Unterrichtstheorie; Abschlusszeugnis; Zertifizierung; Wissensbasis; Lesson planning; Unterrichtsplanung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Kalifornien
Abstract	This article reports on two studies using "Language Muse[superscript SM]" (LM), a web-based, teacher professional development (TPD) application designed to enhance teachers' linguistic awareness and to support teachers in the development of language-based instructional scaffolding for English language learners (ELL). In Study 1, in-service teachers enrolled in certification courses learned how to use the natural language processing (NLP) component of LM to support their knowledge, awareness, practice, and application in designing instruction to ELLs. Measurement outcomes from the TPD study indicated that productive use of linguistic feedback in Language Muse led to some increases in teachers' linguistic knowledge and awareness, and in their ability to develop appropriate language-based instruction for ELLs. In Study 2, a school-based study was conducted to evaluate the feasibility of implementing LM in authentic settings. Outcomes from the study demonstrate the feasibility of implementing the Language Muse program in applied school and classroom contexts. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01