Linguistically Responsive Teaching: Teachers' Competence, Personality Factors, Beliefs, and Relevant Opportunities to Learn

• In Event: AERA Roundtable Session 10
  In Roundtable Session: Studying and Supporting Teachers' Support of English Learners

Abstract

For cultivating an equitable education system, teachers’ competence in linguistically responsive teaching (LRT) is a fundamental factor. This quantitative study aims at assessing LRT competence performance-oriented. The test instrument uses video vignettes and corresponding items based on situation-specific skills (perception and decision-making). The participants are required to respond orally. Besides measuring (pre-/ inservice) teachers’ LRT competence, individual characteristics, personality factors, beliefs and opportunities to learn are surveyed. The findings illustrate a higher test score for participants who are experienced in teaching, those who study/teach English and those with positive beliefs. Personality factors do not show a connection to LRT competence. Besides linguistic knowledge and language awareness, positive beliefs seem to play a fundamental role in teacher education concerning LRT.

Authors

• Svenja Lemmrich, Leuphana University - Lueneburg

• Timo Ehmke, Leuphana University - Lüneburg