Methods &amp; Strategies: Formative Assessment of English Language Proficiency in the Science Classroom

Lee, Okhee; Januszyk, Rita

doi:10.2505/4/sc19_056_09_80

Cited by 1 publication

(1 citation statement)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As mentioned previously, teams designed instructional priorities related to the disciplinary practices put forth in the college and career readiness standards for the content areas. 4 Scholarship on the disciplinary practices in these standards has highlighted how language-intensive they are (Lee & Januszyk, 2019;Moschkovich, 2015;Vald es et al, 2014). It is thus not surprising that promoting students' participation in disciplinary practices may open up opportunities for language use and possibly language development for multilingual students, even if teachers do not explicitly address language development in their planning or reflection.…”

Section: Appropriation: Teacher Discoursementioning

confidence: 99%

Content‐Area Teachers’ Appropriation of Language Development Practices During Professional Learning

Molle

2020

TESOL Quarterly

View full text Add to dashboard Cite

Persistent inequalities in the education of multilingual students make the effective integration of content and language instruction an urgent issue for theory and practice. This article contributes to the literature on content and language integration by exploring empirically the relationship between teacher learning and changes in teacher practice. The study was situated in a professional learning program for middle school content‐area teachers of multilingual youth. The author uses case study analysis to investigate how a team of three content‐area teachers took up and incorporated in practice ideas related to language‐focused instruction. The data analysis revealed a central contradiction that arose as the teachers engaged with instructional practices that were novel for them. The central contradiction, which remained unresolved for the duration of the professional development, consisted of privileging access to disciplinary content over opportunities for language development. The study offers recommendations for mitigating this contradiction in similar professional learning environments.

show abstract

Section: Appropriation: Teacher Discoursementioning

confidence: 99%

Content‐Area Teachers’ Appropriation of Language Development Practices During Professional Learning

Molle

2020

TESOL Quarterly

View full text Add to dashboard Cite

show abstract

Methods & Strategies: Formative Assessment of English Language Proficiency in the Science Classroom

Cited by 1 publication

References 4 publications

Content‐Area Teachers’ Appropriation of Language Development Practices During Professional Learning

Content‐Area Teachers’ Appropriation of Language Development Practices During Professional Learning

Contact Info

Product

Resources

About