The Power of Dual-Language Education Research in Daily Classroom Practices: Policy Implications for Professional Development

• In Event: Roundtable Session 4
  In Roundtable Session: Bilingual Education Teacher Professional Development and Practices

Abstract

This paper reports on the effects of a three-year study of a professional development model and teacher support systems for a K-8 dual-language program and focuses on (a) the Instructional Conversation as a tool to develop English and Spanish academic language proficiencies and grade-level content; (b) the implementation of a research-based lesson template using both languages in a spiraling grade-level curriculum; and, (c) a coaching and observation protocol to determine to what extent the components are present in a lesson. Data were triangulated to measure the transfer from training into teachers’ instructional daily repertoire and its impact on student achievement. Results indicate that fidelity to the model and teacher support systems had the greatest effects on teacher and student outcomes.

Authors

• Liliana Minaya-Rowe, University of Connecticut

• Abie L. Quinones-Benitez, University of Connecticut

• Pedro Mendia-Landa, New Haven Public Schools

• Evelyn Robles-Rivas, Waterbury Public Schools