Operationalizing the Linguistically Responsive Teaching Framework for Teacher Training

• In Event: 41.048 - Moving Toward Linguistically Responsive Teaching Across Content Areas

Abstract

Lucas and Villegas' Linguistically Responsive Teaching Framework (LRTF) has been endorsed by the field for training general education teachers to effectively teach English Language Learners (ELLs). To date, no work has been done to empirically investigate 1) What does an LRT learning trajectory look like? and 2) What is the degree of overlap among the orientations, skills, and knowledge that are the foundation of the framework? Answers to these questions will help teacher educators design training for teachers in mainstream classrooms. This paper shares quantitative and qualitative results of analysis of constructed-response survey items based on the LRTF and the development and use of rubrics to establish levels of expertise, contributing to operationalization of the LRTF for teacher training.

Authors

• Tamara MIlbourn, University of Colorado - Boulder

• Honorine D. Nocon, University of Colorado Denver

• Colin Hueston, University of Colorado - Denver

• Colleen Thompson, Seattle University