Instructional Intervention Including Professional Development, Teachers' Time Allocation, and English Learners' Cognitive and Academic Language Development

• In Event: 75.062 - Poster Session 18
  In Poster Session: 75.062-2 - Motivational and Cognitive Processes: Self-Regulation, Emotions, and Memory

Abstract

We explored the direct impact of an ongoing, intensive, and structured professional development (PD) accompanying English-as-second-language (ESL) instructional intervention on (a) teachers’ time allocation in teaching cognitive and academic language proficiency (CALP), and (b) Spanish-speaking English language learners’ (ELL) CALP development from second to third grade within a multilevel cross-classified framework. We also examined the mediation effect of teachers’ time allocation on student outcome. We observed that treatment teachers spent more time in CALP as a result of the instructional intervention with PD. Further, treatment effect was evident in ELLs’ outcomes including expressive and receptive vocabulary, oral reading fluency, and retell fluency. Finally, teachers’ increased time allocation in CALP significantly contributed to ELLs’ growth in receptive vocabulary and retell fluency.

Authors

• Fuhui Tong, Texas A&M University - College Station

• Wen Luo, Texas A&M University - College Station

• Beverly J. Irby, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University

• Hector H. Rivera, Texas A&M University - College Station