Using Classroom Observations to Examine Classroom Instruction for English Language Learners in Elementary School Classrooms

• In Event: Poster Session 8
  In Poster Session: Research in Bilingual Education

Abstract

Research has suggested that poor quality of classroom instruction may account for the underachievement of Latino students. The current focus on preparing all students to meet the goals of college- and career-readiness, however, provides an opportunity to systematically consider the needs of ELLs to help them meet these goals. This means that instruction for ELLs needs to, in addition to the acquisition of English language proficiency; include grade-appropriate content area knowledge that will prepare students to be college and career ready. This study conducted classroom observations in 21 elementary schools (144 classrooms) to determine the extent that instruction addresses students’ linguistic and cognitive needs.

Authors

• Yolanda N. Padron, Texas A&M University

• Hersh C. Waxman, Texas A&M University

• Kayla Braziel Rollins, Texas A&M University

• Beverly L. Alford, The University of Mississippi

• Susana E Franco-Fuenmayor, University of Saint Thomas