Peer reviewed
Download full textERIC Number: EJ1290704
Record Type: Journal
Publication Date: 2019
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2153-4799
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Teachers' Critical Reflections on Using the NYSED Bilingual Common Core Progressions and Implications and Their Use for the Quality of Multilingual Learners' Instruction
Velasco, Patricia
Journal of Multilingual Education Research, v8 Article 8 p111-131 2018-2019
In this article I discuss findings of a qualitative study that explores the insights of a group of teachers about implementation of the New York State Education Department (NYSED) Bilingual Common Core Progressions (BCCP). Moreover, I explain teachers' suggestions on best pedagogical practices that could be used in the instruction of multilingual learners when implementing the Next Generation English Language Arts (ELA) Standards. The findings may guide any future revision and implementation of BCCP.
Descriptors: Teacher Attitudes, Common Core State Standards, Bilingual Education, Best Practices, Educational Practices, Multilingualism, English (Second Language), Second Language Instruction, Scaffolding (Teaching Technique), Elementary School Teachers, Middle School Teachers, High School Teachers
New York State Association for Bilingual Education. 726 Broadway 5th Floor, New York, NY 10003. Tel: 718-817-5875; e-mail: jmer@fordham.edu; Web site: https://fordham.bepress.com/jmer/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York; New York (New York)
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