Assessing Quality in the Teaching of Content to English Language Learners. Research Report. ETS RR-12-10

Autor/inn/en	Turkan, Sultan; Croft, Andrew; Bicknell, Jerome; Barnes, Andwatta
Titel	Assessing Quality in the Teaching of Content to English Language Learners. Research Report. ETS RR-12-10
Quelle	In: ETS Research Report Series, (2012), (79 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	English Language Learners; Second Language Instruction; English (Second Language); Literature Reviews; Teacher Certification; Knowledge Level; National Surveys; Teachers; Teacher Educators; Knowledge Base for Teaching; Standards; Pedagogical Content Knowledge; Teaching Skills; Metalinguistics; Language Proficiency; Language Teachers; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Wissensbasis; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Standard; Pädagogische Kompetenz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Metalanguage; Metasprache; Language skill; Language skills; Sprachkompetenz; Language teacher; Sprachunterricht
Abstract	This paper offers a chain of evidence collected to identify and verify the domain of teacher knowledge and skills required to teach ELLs content effectively in mathematics, science, reading/English language arts, and social studies. We initially assessed this domain through a review of literature and state standards for nonspecialized teacher certification. We developed a set of 67 evidence statements in 2 categories: pedagogical knowledge and linguistic knowledge. We conducted a national survey of practitioners and teacher educators to validate these statements, receiving 269 responses. A panel of 14 teacher educators and teachers further validated the statements by reaching consensus that the statements support the claims of the assessment under development. We found that the domain of knowledge necessary to teach ELLs in the content areas is insufficiently defined in the standards and literature. However, we identified that across the content areas, teachers should have knowledge and understanding of the register of the particular discipline. Beyond merely understanding the linguistic demands of a given discipline, teachers should also be able to raise ELLs' metalinguistic awareness of effective oral and written communication in the language of the content area. Also, teachers' use of multimodal instructional materials was deemed commonly essential in assessing teacher knowledge. Finally, we acknowledge that the chain of evidence collected in this line of research is a small step taken forward to understanding what should be assessed and how. With that, we offer future directions for research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01