Investigating the Relationship Between One Teacher's Reported Language Conceptions and Classroom Practice in Remote Instruction

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  In Roundtable Session: Resilience and Culturally and Linguistically Diverse Teaching and Learning Practices in a Global Pandemic

Abstract

This qualitative case study examines one teacher’s reported language conceptions, classroom practices for supporting English Learners (ELs) in the remote instruction context, and the relationship between their language conceptions and classroom practices in this context. Data were collected through a semi-structured interview and collecting digital samples of instructional artifacts used in remote instruction. Analysis revealed that the participant expressed an eclectic range of language conceptions and classroom practices which spanned multiple theories of language. Moreover, in the remote instruction context, the participant often reported classroom practices that contradicted or diverged from their reported language conceptions. Most interestingly, adopting divergent practices influenced the participant to reevaluate their conceptions of language and effective instruction for ELs.

Author

• Benjamin Mathews James, University of California - Santa Cruz