Inside Transitional Bilingual Classrooms: Accurately Describing the Language Learning Process.

Bruce, Karen Leigh; Lara-Alecio, Rafael; Parker, Richard I.; Hasbrouck, Jane E.; Weaver, Laurie; Irby, Beverly

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Peer reviewed

ERIC Number: EJ605550

Record Type: Journal

Publication Date: 1997

Pages: N/A

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ISSN: ISSN-1523-5882

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Inside Transitional Bilingual Classrooms: Accurately Describing the Language Learning Process.

Bruce, Karen Leigh; Lara-Alecio, Rafael; Parker, Richard I.; Hasbrouck, Jane E.; Weaver, Laurie; Irby, Beverly

Bilingual Research Journal, v21 n2-3 p123-45 Spr-Sum 1997

A model designed to more accurately describe instructional processes in transitional bilingual classrooms had four dimensions: language content, language of instruction, communication mode, and activity structures. Testing of the observational tool in four fifth-grade transitional bilingual classrooms found high interrater reliability, a need for more observation time, and a mismatch between teacher practices and bilingual education theory. (Contains 37 references.) (TD)

Descriptors: Bilingual Education, Classroom Observation Techniques, Educational Practices, Educational Research, Elementary Education, English (Second Language), Language of Instruction, Second Language Instruction, Teaching Methods, Theory Practice Relationship

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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