Educators' Beliefs About Pedagogical Models for Spanish-Speaking English Language Learners Differing in Home- and English-Language Abilities

• In Event: 41.076 - Investigating L2 Teacher Beliefs and Ideologies

Abstract

Survey research examined educators’ beliefs about the efficacy of five pedagogical models (ESL self-contained, ESL push-in, ESL pullout, bilingual, and dual language) for Spanish- speaking English language learners who differ in literacy proficiency in English and their home-language. Dual language was preferred when students have high English literacy proficiency; this effect was extremely strong for students who are also proficient in Spanish, and moderate when students’ Spanish literacy skills are low. Transitional bilingual education was moderately favored when English literacy is low and Spanish literacy is high. ESL self-contained was moderately favored when students lack strong literacy skills in both English and Spanish. Literacy proficiency in language was a consistent predictor of model preferences, likely to impact actual student placements.

Authors

• Audrey Figueroa Murphy, Saint John's University

• Bruce Torff, Hofstra University