Language Use by Bilingual Special Educators of English Language Learners with Disabilities

Autor/inn/en	Paneque, Oneyda M.; Rodriguez, Diane
Titel	Language Use by Bilingual Special Educators of English Language Learners with Disabilities
Quelle	In: International Journal of Special Education, 24 (2009) 3, S.63-69 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Language Patterns; Second Language Learning; Special Education Teachers; Bilingual Teachers; English (Second Language); Case Method (Teaching Technique); Bilingualism; Language Usage; Disabilities; Interviews; Observation; Spanish; Teacher Education; Audio Equipment; Classroom Communication; Teacher Characteristics + Suchen Sie Ihr Suchwort? Sprachmodell; Sprachstruktur; Zweitsprachenerwerb; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Case method; Fallmethode; Bilingualismus; Sprachgebrauch; Handicap; Behinderung; Interviewing; Interviewtechnik; Beobachtung; Spanisch; Lehrerausbildung; Lehrerbildung; Audio-CD; Klassengespräch
Abstract	Using an exploratory case study approach, the language use of five bilingual special education teachers of English Language Learners (ELLs) with disabilities was examined. Audio tapes, classroom observations, and teacher interviews yielded data on the language used by the bilingual teachers. Data revealed information on the frequency of the use of English and Spanish, patterns of language use for each language, and differences in the way English and Spanish were used in the classroom. Implications for teacher preparation programs are discussed. (Contains 1 table.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10