Third-Grade Bilingual Teachers' Pedagogical Differences During ESL Block in a Randomized Control Trial Study

• In Event: 46.050 - English Language Development for Bilingual Students: Engaging New Pedagogies

Abstract

Using a low-inference observational instrument, we explored the direct impact of an ongoing, intensive, and structured virtual professional development (VPD) accompanying English-as-second-language (ESL) instructional intervention on teachers’ time allocation in seven Texas school districts. The observations were collected three times during the third grade year from 112 teachers in 61 schools. Pedagogical differences in time allocation among teachers in experimental and control classrooms were identified. Such differences result from the rigorous, structured intervention and the ongoing biweekly virtual professional training that impacts teachers’ pedagogical approaches. Our study reflected effective instructional strategies within experimental classrooms, implying that quality of pedagogy is at least as important, or, to some extent, even more important, than the language of instruction.

Authors

• Rafael Lara-Alecio, Texas A&M University

• Fuhui Tong, Texas A&M University - College Station

• Beverly J. Irby, Texas A&M University - College Station

• Cindy Lynn Guerrero, Texas A&M University

• Tamara Lopez, Texas A&M University - College Station

• Hok Chio (Mark) Lai, University of Cincinnati

• David Daniel Jimenez, Texas A&M University