Pub Date : 2021-10-02DOI: 10.1080/15235882.2022.2057767
María E. Fránquiz, Alba A. Ortiz, G. Lara
In historically dehumanizing educational systems, oppressive structural policies include students segregated in academic tracks, separated by home and school language, taught Eurocentric worldviews and conventions, and exposed to a banking model of education with deposits of teacher knowledge held accountable to normalized and standardized criteria valued by dominant groups. These systems of oppression have existed in tandem with colonial expansion, settler colonialism of indigenous communities, gender binaries, and transatlantic slavery. In such systems of oppression, learners are led to accept racial and linguistic hierarchies and deficit views of specific languages and language speakers that may include their own. The Funds of Knowledge approach defies deficit views of subjugated languages, communities, families, and students. It does not accept segregated tracks, homeschool separations, and the privileging of dominant standard norms for language and literacy education. Instead, the Funds of Knowledge approach advocates for understanding the languages and literacies of lesser-known communities such as working-class migrant communities to integrate and build from these out of school funds in the curricula of educational settings. Human relationships, curricula, policies, and practices at school have the potential of building up the Funds of Knowledge at home. As such promising links or enlaces prometedores are being made with Funds of Knowledge and Funds of Identity approaches.
{"title":"Enlaces prometedores: Funds of Knowledge and Funds of Identity","authors":"María E. Fránquiz, Alba A. Ortiz, G. Lara","doi":"10.1080/15235882.2022.2057767","DOIUrl":"https://doi.org/10.1080/15235882.2022.2057767","url":null,"abstract":"In historically dehumanizing educational systems, oppressive structural policies include students segregated in academic tracks, separated by home and school language, taught Eurocentric worldviews and conventions, and exposed to a banking model of education with deposits of teacher knowledge held accountable to normalized and standardized criteria valued by dominant groups. These systems of oppression have existed in tandem with colonial expansion, settler colonialism of indigenous communities, gender binaries, and transatlantic slavery. In such systems of oppression, learners are led to accept racial and linguistic hierarchies and deficit views of specific languages and language speakers that may include their own. The Funds of Knowledge approach defies deficit views of subjugated languages, communities, families, and students. It does not accept segregated tracks, homeschool separations, and the privileging of dominant standard norms for language and literacy education. Instead, the Funds of Knowledge approach advocates for understanding the languages and literacies of lesser-known communities such as working-class migrant communities to integrate and build from these out of school funds in the curricula of educational settings. Human relationships, curricula, policies, and practices at school have the potential of building up the Funds of Knowledge at home. As such promising links or enlaces prometedores are being made with Funds of Knowledge and Funds of Identity approaches.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"405 - 408"},"PeriodicalIF":1.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44216817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/15235882.2021.1999340
Brenda K. Gorman, Guadalupe Martinez, Lindsay Pina Garcia
ABSTRACT The goal of this investigation was to address gaps in the literature regarding dual-language learning in children with Down syndrome (DS). The investigators examined the outcomes of a dual-language narrative intervention and cross-language transfer in a bilingual (Spanish-English) adolescent with DS. Results revealed moderate to large effects in narrative macrostructural skills, with bi-directional cross-language transfer, and no secondary change in microstructural skills. With gains in both languages, findings indicated that the participant benefitted from the dual-language condition, thereby contributing to the emerging evidence base needed to support professionals and families as they engage in instructional decision-making for children with DS.
{"title":"Dual-language narrative intervention outcomes for a bilingual adolescent with down syndrome","authors":"Brenda K. Gorman, Guadalupe Martinez, Lindsay Pina Garcia","doi":"10.1080/15235882.2021.1999340","DOIUrl":"https://doi.org/10.1080/15235882.2021.1999340","url":null,"abstract":"ABSTRACT The goal of this investigation was to address gaps in the literature regarding dual-language learning in children with Down syndrome (DS). The investigators examined the outcomes of a dual-language narrative intervention and cross-language transfer in a bilingual (Spanish-English) adolescent with DS. Results revealed moderate to large effects in narrative macrostructural skills, with bi-directional cross-language transfer, and no secondary change in microstructural skills. With gains in both languages, findings indicated that the participant benefitted from the dual-language condition, thereby contributing to the emerging evidence base needed to support professionals and families as they engage in instructional decision-making for children with DS.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"444 - 465"},"PeriodicalIF":1.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49114564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/15235882.2021.1994054
P. Ramirez, Cinthia S. Salinas
ABSTRACT This qualitative study documented the way in which a social studies teacher co- created language space with emergent bilingual youth. Drawing from qualitative approaches, we collected data from a teacher interview (s), classroom observations and student artifacts to chronicle the way in which a secondary social studies teacher enacted translanguaging pedagogy to expand on students’ understandings of their own civicness. We employed a translanguaging theoretical lens to examine the manner in which one teacher taught civic education and present pedagogical practices of teacher translanguaging used intentionally to advance students’ language development. Findings from this study suggest that community resources and belonging used within translanguaging pedagogy broaden students’ knowledge of their own civic identities, agency, and membership.
{"title":"Reimagining language space with bilingual youth in a social studies classroom","authors":"P. Ramirez, Cinthia S. Salinas","doi":"10.1080/15235882.2021.1994054","DOIUrl":"https://doi.org/10.1080/15235882.2021.1994054","url":null,"abstract":"ABSTRACT This qualitative study documented the way in which a social studies teacher co- created language space with emergent bilingual youth. Drawing from qualitative approaches, we collected data from a teacher interview (s), classroom observations and student artifacts to chronicle the way in which a secondary social studies teacher enacted translanguaging pedagogy to expand on students’ understandings of their own civicness. We employed a translanguaging theoretical lens to examine the manner in which one teacher taught civic education and present pedagogical practices of teacher translanguaging used intentionally to advance students’ language development. Findings from this study suggest that community resources and belonging used within translanguaging pedagogy broaden students’ knowledge of their own civic identities, agency, and membership.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"409 - 425"},"PeriodicalIF":1.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44662183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/15235882.2021.1994484
Paty Abril-Gonzalez, Sheila M. Shannon
ABSTRACT Understanding identity labels as jaulas [cages] and testimonios as theory and method, this article centers bi/multilingual Latinx students’ experiences in high school English Language Development (ELD) classes. We present how two teachers, now researchers, built long-term relationships with former elementary school students, affording confianza [trust] to share testimonios. Through a larger study, authors learned students’ critiques through confinement and resistance testimonios of how their identity and language abilities were negatively tested and classified. For these reasons, authors theorize ELD classes as jaulas, trapping students with unengaging instructional practices limiting and distorting their schooling experiences. We present findings through various vantage points within and outside of the ELD jaulas, establishing the following themes: 1) Low-Quality Education, 2) Obstacles to Learning Experiences and 3) Targets of Resistance. When including, listening to, and trusting students’ testimonios, there is an opportunity for change, liberating them from ELD jaulas. The educational system should reclaim assessment practices and embrace Latinx students’ identities and bi/multilingualism as beautiful and powerful assets for shifting and reimagining the language classification process.
{"title":"English language development jaulas: Latinx students’ critiques of ELD through confinement and resistance testimonios","authors":"Paty Abril-Gonzalez, Sheila M. Shannon","doi":"10.1080/15235882.2021.1994484","DOIUrl":"https://doi.org/10.1080/15235882.2021.1994484","url":null,"abstract":"ABSTRACT Understanding identity labels as jaulas [cages] and testimonios as theory and method, this article centers bi/multilingual Latinx students’ experiences in high school English Language Development (ELD) classes. We present how two teachers, now researchers, built long-term relationships with former elementary school students, affording confianza [trust] to share testimonios. Through a larger study, authors learned students’ critiques through confinement and resistance testimonios of how their identity and language abilities were negatively tested and classified. For these reasons, authors theorize ELD classes as jaulas, trapping students with unengaging instructional practices limiting and distorting their schooling experiences. We present findings through various vantage points within and outside of the ELD jaulas, establishing the following themes: 1) Low-Quality Education, 2) Obstacles to Learning Experiences and 3) Targets of Resistance. When including, listening to, and trusting students’ testimonios, there is an opportunity for change, liberating them from ELD jaulas. The educational system should reclaim assessment practices and embrace Latinx students’ identities and bi/multilingualism as beautiful and powerful assets for shifting and reimagining the language classification process.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"426 - 443"},"PeriodicalIF":1.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41973223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/15235882.2022.2050836
Nguyen Dao
ABSTRACT Under the theoretical underpinnings of language socialization and continua of biliteracy, this ethnographic case study documents how cultural performing arts, as part of extracurricular activities, promote bicultural identity and biliteracy development among Vietnamese American children. The study was set in two transnational contexts: a community-based Vietnamese heritage language school and a Vietnamese dual-language two-way immersion program, both located in a southwestern U.S. city. Data was drawn from observation field notes, interviews, teachers’ testimony, and visual records. Findings show cultural events created by and for Vietnamese Americans create affordances for dialogic teaching on culture, language play, and cultural identity formation through collaborative efforts between home, school, and community. This paper implies a need for (1) purposeful integration of cultural events held by transnational communities into school curricula and (2) an in-depth focus on the sociocultural aspects of language programs, especially among the less-commonly-taught-language groups.
{"title":"Promoting biculturalism and biliteracy for Vietnamese American children through cultural performing arts","authors":"Nguyen Dao","doi":"10.1080/15235882.2022.2050836","DOIUrl":"https://doi.org/10.1080/15235882.2022.2050836","url":null,"abstract":"ABSTRACT Under the theoretical underpinnings of language socialization and continua of biliteracy, this ethnographic case study documents how cultural performing arts, as part of extracurricular activities, promote bicultural identity and biliteracy development among Vietnamese American children. The study was set in two transnational contexts: a community-based Vietnamese heritage language school and a Vietnamese dual-language two-way immersion program, both located in a southwestern U.S. city. Data was drawn from observation field notes, interviews, teachers’ testimony, and visual records. Findings show cultural events created by and for Vietnamese Americans create affordances for dialogic teaching on culture, language play, and cultural identity formation through collaborative efforts between home, school, and community. This paper implies a need for (1) purposeful integration of cultural events held by transnational communities into school curricula and (2) an in-depth focus on the sociocultural aspects of language programs, especially among the less-commonly-taught-language groups.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"466 - 484"},"PeriodicalIF":1.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43489759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/15235882.2022.2048742
Andrew H. Hurie, Tatiana Joseph
ABSTRACT Drawing from oral history interviews and archival data from a nine-month ethnography, this article examines the activist practices of foundational bilingual teachers in Milwaukee’s movement to launch Spanish/English bilingual-bicultural education (BBE). We use theories of critical consciousness to interpret the educators’ daily activism as crucial yet under-acknowledged work that helped sustain BBE in the city’s public schools after public protests had subsided. Ultimately, we argue that two foundational Latina bilingual teachers’ activism deepened the movement’s explicit challenge to white supremacist monoglossia. The article concludes with a discussion of implications for contemporary educators and multilingual movements for educational justice.
{"title":"Quítate tú pa’ ponerme yo: Teacher activism in the Milwaukee movement for developmental bilingual education","authors":"Andrew H. Hurie, Tatiana Joseph","doi":"10.1080/15235882.2022.2048742","DOIUrl":"https://doi.org/10.1080/15235882.2022.2048742","url":null,"abstract":"ABSTRACT Drawing from oral history interviews and archival data from a nine-month ethnography, this article examines the activist practices of foundational bilingual teachers in Milwaukee’s movement to launch Spanish/English bilingual-bicultural education (BBE). We use theories of critical consciousness to interpret the educators’ daily activism as crucial yet under-acknowledged work that helped sustain BBE in the city’s public schools after public protests had subsided. Ultimately, we argue that two foundational Latina bilingual teachers’ activism deepened the movement’s explicit challenge to white supremacist monoglossia. The article concludes with a discussion of implications for contemporary educators and multilingual movements for educational justice.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"504 - 521"},"PeriodicalIF":1.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46913243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/15235882.2021.1970657
Ashlyn E. Pierson, Scott E. Grapin
ABSTRACT Building on recent practice-oriented and multimodal shifts in bilingual education and content area education, we propose a disciplinary perspective on translanguaging that leverages the synergy between translanguaging and contemporary conceptualizations of content learning. Specifically, we propose that a disciplinary perspective consists of two features: (a) connecting translanguaging practices to disciplinary practices and (b) framing multimodality as essential to constructing disciplinary meaning. We illustrate these features using examples from our research in sixth-grade STEM classrooms. We argue that a disciplinary perspective could address persistent challenges of developing and researching translanguaging pedagogies and contribute to fostering equitable learning experiences for multilingual students.
{"title":"A disciplinary perspective on translanguaging","authors":"Ashlyn E. Pierson, Scott E. Grapin","doi":"10.1080/15235882.2021.1970657","DOIUrl":"https://doi.org/10.1080/15235882.2021.1970657","url":null,"abstract":"ABSTRACT Building on recent practice-oriented and multimodal shifts in bilingual education and content area education, we propose a disciplinary perspective on translanguaging that leverages the synergy between translanguaging and contemporary conceptualizations of content learning. Specifically, we propose that a disciplinary perspective consists of two features: (a) connecting translanguaging practices to disciplinary practices and (b) framing multimodality as essential to constructing disciplinary meaning. We illustrate these features using examples from our research in sixth-grade STEM classrooms. We argue that a disciplinary perspective could address persistent challenges of developing and researching translanguaging pedagogies and contribute to fostering equitable learning experiences for multilingual students.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"318 - 334"},"PeriodicalIF":1.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43066571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/15235882.2021.1970655
Alberto Esquinca, M. T. de la Piedra, Lidia Herrera-Rocha
ABSTRACT In this two-year ethnographic study, we explored engineering teaching and learning in fourth-grade, dual language (DL) classrooms. We discuss the biliterate disciplinary practices in these classrooms, examining data (field notes, interviews, artifacts, audio, and video recordings) gathered at a school on the US-Mexico border. Our purpose is to highlight how DL teachers collaborated to create an inquiry-based learning environment that fostered biliteracy as a resource for adding new disciplinary literacy practices. They designed experiences where their emergent bilingual students were able to leverage their existing biliterate repertoires to engage in and learn engineering design. The environment teachers promoted the development of engineering disciplinary literacies in two languages.
{"title":"Engineering design in dual language: How teachers leveraged biliteracy practices to add engineering disciplinary literacy practices","authors":"Alberto Esquinca, M. T. de la Piedra, Lidia Herrera-Rocha","doi":"10.1080/15235882.2021.1970655","DOIUrl":"https://doi.org/10.1080/15235882.2021.1970655","url":null,"abstract":"ABSTRACT In this two-year ethnographic study, we explored engineering teaching and learning in fourth-grade, dual language (DL) classrooms. We discuss the biliterate disciplinary practices in these classrooms, examining data (field notes, interviews, artifacts, audio, and video recordings) gathered at a school on the US-Mexico border. Our purpose is to highlight how DL teachers collaborated to create an inquiry-based learning environment that fostered biliteracy as a resource for adding new disciplinary literacy practices. They designed experiences where their emergent bilingual students were able to leverage their existing biliterate repertoires to engage in and learn engineering design. The environment teachers promoted the development of engineering disciplinary literacies in two languages.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"298 - 317"},"PeriodicalIF":1.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43722104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/15235882.2021.1987353
Sujin Kim
ABSTRACT This paper explores how transmodalising pedagogy contributes to equitable STEM literacy education for emergent bilingual learners (EBLs). Attending to the urgent call for serving linguistically and culturally diverse learners in STEM classrooms and informed by the supporting theories and practices of transmodalising pedagogy, this paper provides a repertoire of transmodalising pedagogy to support elementary school EBLs’ STEM disciplinary content and literacy learning. Particularly, this paper shares two elementary teachers’ lessons in mathematics and science classrooms to showcase how transmodalising disciplinary literacy instruction for young EBLs can afford equitable access to STEM curriculum while engaging EBLs in disciplinary discourse practices.
{"title":"Transmodalising pedagogy: Developing STEM disciplinary literacy for young emergent bilingual learners","authors":"Sujin Kim","doi":"10.1080/15235882.2021.1987353","DOIUrl":"https://doi.org/10.1080/15235882.2021.1987353","url":null,"abstract":"ABSTRACT This paper explores how transmodalising pedagogy contributes to equitable STEM literacy education for emergent bilingual learners (EBLs). Attending to the urgent call for serving linguistically and culturally diverse learners in STEM classrooms and informed by the supporting theories and practices of transmodalising pedagogy, this paper provides a repertoire of transmodalising pedagogy to support elementary school EBLs’ STEM disciplinary content and literacy learning. Particularly, this paper shares two elementary teachers’ lessons in mathematics and science classrooms to showcase how transmodalising disciplinary literacy instruction for young EBLs can afford equitable access to STEM curriculum while engaging EBLs in disciplinary discourse practices.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"281 - 297"},"PeriodicalIF":1.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49464603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/15235882.2021.1970654
Zenaida Aguirre‐Muñoz, Magdalena Pando
ABSTRACT This paper advances the conceptualization of STEM teacher professional knowledge reflecting the specialized knowledge needed to support English learner (EL) language development during science and mathematics instruction. What distinguishes this model is the integration of conceptual understanding, a key feature of subject matter knowledge, with disciplinary literacy knowledge (DLK). Several models have been proposed to capture the knowledge, skills, and dispositions of effective teachers. However, few studies have empirically investigated the model’s utility in producing effective EL instruction. Two professional development (PD) approaches were tested. One approach explicitly focused on developing subject matter knowledge and the second approach focused on developing pedagogical knowledge without an explicit attention to subject matter knowledge. Both approaches included PD on DLK. Outcome variables included teacher math and science content knowledge and instructional quality. Findings show overall science content knowledge score increased for both PD approaches, but no significant differences in overall math content knowledge score were found. This pattern suggests that for elementary teachers, prolonged PD can improve teacher science knowledge. Significant increases in instructional quality were found only for teachers who received PD with an explicit focus subject matter. PD focused on pedagogical knowledge did not improve overall teaching quality. Implications are discussed.
{"title":"Conceptualizing STEM teacher professional knowledge for teaching ELs: Initial impact of subject matter and disciplinary literacy PD on content knowledge and practice","authors":"Zenaida Aguirre‐Muñoz, Magdalena Pando","doi":"10.1080/15235882.2021.1970654","DOIUrl":"https://doi.org/10.1080/15235882.2021.1970654","url":null,"abstract":"ABSTRACT This paper advances the conceptualization of STEM teacher professional knowledge reflecting the specialized knowledge needed to support English learner (EL) language development during science and mathematics instruction. What distinguishes this model is the integration of conceptual understanding, a key feature of subject matter knowledge, with disciplinary literacy knowledge (DLK). Several models have been proposed to capture the knowledge, skills, and dispositions of effective teachers. However, few studies have empirically investigated the model’s utility in producing effective EL instruction. Two professional development (PD) approaches were tested. One approach explicitly focused on developing subject matter knowledge and the second approach focused on developing pedagogical knowledge without an explicit attention to subject matter knowledge. Both approaches included PD on DLK. Outcome variables included teacher math and science content knowledge and instructional quality. Findings show overall science content knowledge score increased for both PD approaches, but no significant differences in overall math content knowledge score were found. This pattern suggests that for elementary teachers, prolonged PD can improve teacher science knowledge. Significant increases in instructional quality were found only for teachers who received PD with an explicit focus subject matter. PD focused on pedagogical knowledge did not improve overall teaching quality. Implications are discussed.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"335 - 359"},"PeriodicalIF":1.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45292036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：