دورية أكاديمية
Adherence to Language of Instruction in Spanish-English Dual Language Early Elementary Classrooms
| العنوان: | Adherence to Language of Instruction in Spanish-English Dual Language Early Elementary Classrooms |
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| اللغة: | English |
| المؤلفون: | Doré R. LaForett (ORCID |
| المصدر: | NABE Journal of Research and Practice. 2023 13(3-4):106-121. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| تاريخ النشر: | 2023 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A180063 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Kindergarten Primary Education Grade 1 Grade 2 Grade 3 |
| Descriptors: | Language of Instruction, Elementary School Teachers, Kindergarten, Grade 1, Grade 2, Grade 3, Spanish, English, Language Usage, Interpersonal Communication, Teacher Behavior, Bilingual Education, English Language Learners, Fidelity, Bilingualism, Immersion Programs, Instruction, Behavior Modification |
| DOI: | 10.1080/26390043.2023.2280612 |
| تدمد: | 2639-0043 2639-0035 |
| مستخلص: | This study examined teachers' adherence to the language of instruction in dual language education (DLE) programs among teachers in 19 kindergarten through 3rd grade Spanish-English two-way DLE immersion classrooms (n = 5, 90/10 model; n = 14, 50/50 model). Teachers were observed toward the beginning and end of the school year to determine adherence rates of teacher talk by role, teacher talk by purpose, and teacher redirections of students not speaking the target language. Adherence for teacher talk was high across the school year but was lower for assistant teachers compared to lead teachers. Adherence for instructional talk and behavior management talk was also high, though rates were lower for behavior management talk in the fall for the 90/10 model. Redirections of students not speaking the target language were highest in the fall but negligible in the spring during English whole group instruction in the 50/50 model, and redirections were low but increased over time for teachers providing Spanish instruction. Redirection rates were especially low during small group or individual work time. Implications for future research and considerations for supporting teachers' adherence to the language of instruction are discussed, including accounting for practices (e.g., translanguaging) reflecting updated views about language separation. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1432660 |
| قاعدة البيانات: | ERIC |
PDF full text from Publisher | تدمد: | 2639-0043 2639-0035 |
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| DOI: | 10.1080/26390043.2023.2280612 |