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ERIC Number: EJ861667
Record Type: Journal
Publication Date: 2009
Pages: 24
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-1523-5882
Teachers' Pedagogical Differences during ESL Block among Bilingual and English-Immersion Kindergarten Classrooms in a Randomized Trial Study
Lara-Alecio, Rafael; Tong, Fuhui; Irby, Beverly J.; Mathes, Patricia
Bilingual Research Journal, v32 n1 p77-100 2009
Using a low-inference observational instrument, the authors empirically described and compared pedagogical behaviors in bilingual and structured English-immersion programs serving Spanish-speaking English language learners in a large urban school district in Southeast Texas. The two programs included both intervention/control of each type during ESL block. The 9,508 observations were collected four times during the kindergarten year from 54 classrooms in 23 schools. Findings indicated that within the English-immersion program, teachers in experimental, as opposed to control, classrooms allocated more instructional time (p less than 0.01) in (a) cognitive areas and expressive-language-related tasks in English, (b) teacher-ask/student-answer types of activities, (c) academic visual scaffolding and leveled questions, and (d) encouraging student interactions. Similar differences were found in teachers between experimental and control bilingual classrooms. (Contains 3 tables, 4 figures and 1 footnote.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas