The Scale of Content-Integrated Education for Multilingual Learners for Critical Awareness (CIEML-CA): A Validation Study

• In Event: Statistical Grab Bag

Abstract

This paper introduces a new scale titled “Content-Integrated Education for MLs (CIEML)” to address the scarcity of instruments that assess teachers’ beliefs, knowledge, and practice in teaching multilingual learners (MLs) in content classrooms. Particularly, we share the process of designing and validating the first section of the new survey regarding teachers’ beliefs and attitudes toward MLs (Critical Awareness). Through the domain expert review and Exploratory Factor Analyses of the survey result with 315 practicing teachers, we determined the underlying factors: 1) Monolingualism and home language use, 2) Inclusive approach in the general classroom and content teacher role in English language development, and 3) Content teaching practice and modifications for MLs. Implications of the CIEML scale will be discussed.

Authors

• Sujin Kim, George Mason University
  Presenting Author

• Jung Yeon Park, George Mason University
  Presenting Author

• Xiaowen Chen, George Mason University
  Presenting Author

• Bilgehan Ayik, George Mason University
  Presenting Author

• Yixin Zan, George Mason University
  Presenting Author

• Woomee Lee Kim, George Mason University
  Presenting Author