Observing Second-Grade Bilingual Teachers and the Pedagogical Practices That Impact English Learners

• In Event: Millennium Hotel Roundtable Session 17
  In Roundtable Session: Developing Literacy in English Language Learning Settings

Abstract

In public education, there is an ever-increasing need to provide effective teacher pedagogy to English language learners (ELLs) that promotes positive academic outcomes. Through continued observation of teachers’ pedagogical practices, it is possible to determine the factors that may impact quality—or lack thereof—of classroom instruction. The purpose of this study was to evaluate the extent to which second-grade bilingual teachers allocate their classroom time to instructional activities and various modes of communication used to support daily instruction. The participants were teachers working in a transitional bilingual education program that encompassed 22 classrooms across a school district located in central Texas.

Authors

• David Daniel Jimenez, Texas A&M University

• Shifang Tang, Texas A&M University - College Station

• Kara Sutton-Jones, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University

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

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