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ERIC Number: EJ1383506
Record Type: Journal
Publication Date: 2023
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0950-0782
EISSN: EISSN-1747-7581
Available Date: N/A
Improving English Language Arts Instruction in Indiana Dual Language Bilingual Education Classrooms
Language and Education, v37 n2 p151-170 2023
This paper reports on a mixed methods systematic classroom observation study as part of a federally funded project to improve instruction for English language learners (ELLs) in Indiana Dual Language Bilingual Education (DLBE) classrooms. Participating DLBE teachers received professional development through online ELL licensure and DLBE certificate coursework along with on-site sociocultural instructional coaching. Participants include 15 teachers (7 treatment DLBE teachers; 8 comparison non-DLBE teachers). We observed and video recorded each teacher's English language arts (ELA) block four times over 18 months to examine changes over time and determine the impact of the coursework and coaching on their instructional practices. Using the Sheltered Instruction Observation Protocol (SIOP), we compare the scores of the two groups over time. We also provide analytic classroom vignettes for six of the eight SIOP components to illustrate how treatment teachers' instruction improved over time. The findings generally demonstrate that the treatment led to improvements in the overall quality of sheltered ELA instruction of the DLBE teachers, but also reveal areas in need of more attention within DLBE teacher professional development.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Office of English Language Acquisition (OELA) (ED)
Authoring Institution: N/A
Identifiers - Location: Indiana
Grant or Contract Numbers: T365Z170213
Author Affiliations: N/A