The Utilization of Leveled Question as Instructional Scaffolding on English Learners' Cognitive Academic English Proficiency

• In Event: 43.032 - Relationships of Policy and Teacher Learning

Abstract

At lower-grade level in elementary schools, academic oral language development is the primary focus for educating English Learner (EL) students. In this study we examined the effects of one-year virtual professional development (VPD) intervention on teachers’ use of leveled question scaffolding (QS) strategy and the effects of QS strategy on ELs’ cognitive academic oral language development. Findings indicate that VPD intervention effectively enhanced teachers’ application of leveled question scaffolding strategy, which in turn significantly improved ELs’ English oral language proficiency. Findings are expected to provide constructive guidance to school administrators, educators, and teachers so as to better support ELs’ oral English development.

Authors

• Yue Min, Texas A&M University - College Station

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

• Rafael Lara-Alecio, Texas A&M University - College Station

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