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Exploring Best Practices to Promote English Language Learner Achievement in the New South: The Instructional Conversation Pedagogy
Sun, April 10, 10:35am to 12:05pm, Marriott Marquis, Floor: Level Two, Marquis Salon 2Session Type: Symposium
Abstract
With Latino student population growth continuing at a national scale, particular attention is needed to the diverse regional contexts in which Latino English Language Learner (ELL) students now find themselves. In the so-called “New South,” Latino student populations have been growing for more than a decade, while school structures often are still struggling to provide the services to accommodate their learning needs. In Georgia and other states, Latino ELLs face a particularly undertrained teaching workforce. In response, this symposium presents the findings from a multi-year randomized controlled trial which tests whether teacher training in the Instructional Conversation (IC) model improves both the academic achievement and cognitive development of elementary-level ELLs in high poverty schools in North Georgia.
Sub Unit
Chair
Papers
The Instructional Conversation Model: Raising Latino Student Achievement From a Cultural-Historical Perspective - Pedro R. Portes, University of Georgia; Rolf Straubhaar, University of Georgia; Paula Jean Mellom, University of Georgia
Using Classroom Video to Determine Teacher Instructional Conversation Competency - Rob Stollberg, University of Georgia - Athens; Pedro R. Portes, University of Georgia; Manuel S. Gonzalez Canche, University of Georgia; Albert Manuel Jimenez, Kennesaw State University; Rolf Straubhaar, University of Georgia
The Utility of Teacher Logs in Assessing Teacher Implementation of the Instructional Conversation Pedagogy - Rolf Straubhaar, University of Georgia; Rebecca K. Gokee, University of Georgia; Pedro R. Portes, University of Georgia; Manuel S. Gonzalez Canche, University of Georgia
Understanding the Impact of the Instructional Conversation on the Cognitive/Affective Domains of English Learners - Rebecca K. Gokee, University of Georgia; Albert Manuel Jimenez, Kennesaw State University; Pedro R. Portes, University of Georgia; Rolf Straubhaar, University of Georgia