Measuring Linguistically Responsive Teaching: First Results

• In Event: 34.048 - Preparing All Teachers to Become Language Teachers: A National Perspective

Abstract

Objectives or purposes
This paper presents the results of the third administration of the Linguistically Responsive Teaching (LRT) Survey, which is designed to measure in-service teachers’ LRT. We intend for teacher educators to eventually use this survey to gather data that can be meaningfully analyzed and applied to plan and evaluate learning experiences they have created for teachers.

Perspectives or theoretical framework
The LRT Survey is based on Lucas and Villegas' (2011) conceptualization of LRT, which organizes LRT into three orientations and four skill/knowledge domains that are necessary for a teacher to be an expert in LRT. This survey not only employs this framework as part of its design, but also, after assessment, offers directions for refinement.

Methods, techniques, or modes of inquiry
Inspired by Lucas et al.'s LRT framework, we posit that LRT is a composite variable that can be quantified and scaled through the measurement of multiple latent indicators. In other words, the construct of LRT is made up of three latent constructs (i.e., orientations, skills and knowledge) and each of these is measured through multiple questions, therefore making them latent. The rigor of the LRT survey items was developed through an iterative process informed by 1) Lucas and Villegas' work, 2) feedback from teachers, teacher educators, and expert scholars, and 3) data collected from multiple field tests.

Data sources, evidence, objects or materials
This paper focuses on the results from the third round of field testing of our previously refined items with in-service teachers. The items were refined both in number and in wording from the initial survey comprising 178 items (N = 52), into a second round with 162 items (N = 53), and finally the third round with 60 items (N = 138).

Results and/or substantiated conclusions or warrants for arguments/point of view
Preliminary results of the third-round of data analysis offers evidence that the construct of LRT consists of at least five factors: a Global LRT Orientation, Knowing Your MLLs, Assessing Language Demands, Scaffolding, and Taking Action to Advocate. Our analysis also suggests two more factors: Second Language Acquisition Understanding and Politico-linguistic Consciousness. These seven factors will be defined in more detail in the final manuscript.

Scientific or scholarly significance of the study or work
In addition to Lucas & Villegas (2010, 2011, 2013), there are currently several conceptualizations grounded in the literature around what ALL teachers need to know to work well with multilingual learners (e.g., Bunch, 2013; de Jong & Harper, 2005, 2008; Turkan, de Oliveira, Lee, & Phelps, 2014). All of these conceptualizations provide valuable insights into the work of teacher education for multilingual students. However, to date, little empirical work has been conducted on the efficacy of these frameworks and no tools exist to assist teacher educators in measuring teachers’ LRT development after instruction. The tool presented here is a valuable contribution to the field as it moves the field closer to collecting useful data regarding LRT that may be used by teacher educators to support teacher development of LRT.

Authors

• Tamara MIlbourn, University of Colorado - Boulder

• Kara Mitchell Viesca, University of Nebraska - Lincoln

• Nancy L. Leech, University of Colorado - Denver