Mainstream Teachers' Language-Related Knowledge and Linguistically Responsive Teaching Practices for English Language Learners

• In Event: Critical Issues in Teachers of Dual Language and Bilingual Learners

Abstract

This study examined the relationship between 1) mainstream teachers’ knowledge of their second language learners, the language demands of their content, and the process of second language learning and 2) mainstream teachers’ linguistically responsive teaching practices. The researcher collected data on teacher knowledge and the teacher practices using a researcher-designed survey, which was designed to follow the framework of linguistically responsive teaching developed by Lucas and Villegas (2012). We found a relationship exists between what teachers know about their students and the language demands of their content and their instruction, but knowledge of second language learning did not have an effect on instruction.

Authors

• Erin Sullivan, Notre Dame of Maryland University

• Christa de Kleine, Notre Dame of Maryland University