Academic Language and Literacy Instruction for English Learners in Rural Communities: A Convergent Mixed-Methods Study

• In Event: 66.087 - MTCC Roundtable Session 30
  In Roundtable Session: 66.087-3 - English Language Learner Instruction in Multiple Context in Multiple Disciplines

Abstract

Research provides guidance in supporting ELs’ language/literacy development in the content areas, yet little is known about how teachers perceive and implement these practices, particularly in rural contexts. This convergent mixed-methods study examined rural PK-3 teachers’ beliefs and practices related to content-area academic language/literacy instruction for ELs. Quantitative findings indicated teachers believed academic language/literacy instruction was important, but self-reported low levels of implementation. Qualitative findings indicated teachers: (a)afforded content-driven oral language opportunities; (b) exposed students to content-area writing; and (c) provided explicit and implicit vocabulary instruction. Integrated findings suggest teachers provided some level of academic language/literacy instruction. Teachers with higher self-reporting scores were more intentional in their practice, whereas teachers with lower scores were more incidental in their practice.

Authors

• Tracy Spies, University of Nevada - Las Vegas

• Alain Bengochea, University of Nevada - Las Vegas

• Sharolyn D. Pollard-Durodola, University of Nevada Las Vegas

• Yunying Xu, University of Nevada Las Vegas

• Gloria A. Carcoba Falomir, University of Nevada - Las Vegas

• Sarah Katz, Clark County School District