Teachers' Beliefs about English Learners: Adding Linguistic Support to Enhance Academic Rigor

Autor/inn/en	Torff, Bruce; Murphy, Audrey Figueroa
Titel	Teachers' Beliefs about English Learners: Adding Linguistic Support to Enhance Academic Rigor
Quelle	In: Phi Delta Kappan, 101 (2020) 5, S.14-18 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721720903822
Schlagwörter	English Language Learners; Curriculum; Difficulty Level; Achievement Gap; Teacher Attitudes; Student Needs; Teaching Methods; Faculty Development; Instructional Effectiveness; Learner Engagement; Reflection + Suchen Sie Ihr Suchwort? Curricula; Lehrplan; Rahmenplan; Schwierigkeitsgrad; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	A persistent achievement gap for English learners (ELs) has prompted educators to search for contributing factors and pedagogical solutions. Research by Bruce Torff and Audrey Figueroa Murphy shows teachers' beliefs about rigor of curriculum may contribute to the problem; teachers supported less rigorous curriculum for ELs, evincing a "rigor gap" likely to exacerbate the EL achievement gap. They suggest that systematic analysis of the linguistic demands of classroom tasks can facilitate the design of appropriate linguistic supports, allowing ELs to engage in academically rigorous instruction comparable to that afforded English-proficient students. Counteracting the rigor gap as such has promise to ameliorate the EL achievement gap. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01