Pedagogical Intervention Impacts on Emergent Bilingual Learners' Academic Outcomes in Elementary School

• In Event: Methods and Models of Structural Elements of Teaching

Abstract

We describe the impacts of Instructional Conversation (IC) efficacy intervention in classrooms based on the Five Standards for Effective Pedagogy model (Tharp et al., 2000) on emerging bilingual students’ academic language and learning. The intervention randomized 81 teachers who completed one year of professional development before teaching 1473 students. Here we present findings for IC effects on student achievement in ELA/reading. Additionally, we will update this paper with analyses of IC effects on math, science and social studies. We end by discussing an evidence-based direction for teacher preparation in raising important implications for guiding educational policies and practices for language minority groups placed at risk.

Authors

• Pedro R. Portes, University of Georgia

• Zhenqiu Laura Lu, University of Georgia

• Manuel S. Gonzalez Canche, University of Pennsylvania

• Rob Stollberg, University of Georgia - Athens