Teachers' Critical Reflections on Using the NYSED Bilingual Common Core Progressions and Implications and Their Use for the Quality of Multilingual Learners' Instruction

Autor/in	Velasco, Patricia
Titel	Teachers' Critical Reflections on Using the NYSED Bilingual Common Core Progressions and Implications and Their Use for the Quality of Multilingual Learners' Instruction
Quelle	In: Journal of Multilingual Education Research, 8 (2019), S.111-131, Artikel 8 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-4799
Schlagwörter	Teacher Attitudes; Common Core State Standards; Bilingual Education; Best Practices; Educational Practices; Multilingualism; English (Second Language); Second Language Instruction; Scaffolding (Teaching Technique); Elementary School Teachers; Middle School Teachers; High School Teachers; New York; New York (New York) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Common core curriculum; Curriculum; Kerncurriculum; Bilingual teaching; Bilingualer Unterricht; Bildungspraxis; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule
Abstract	In this article I discuss findings of a qualitative study that explores the insights of a group of teachers about implementation of the New York State Education Department (NYSED) Bilingual Common Core Progressions (BCCP). Moreover, I explain teachers' suggestions on best pedagogical practices that could be used in the instruction of multilingual learners when implementing the Next Generation English Language Arts (ELA) Standards. The findings may guide any future revision and implementation of BCCP. (As Provided).
Anmerkungen	New York State Association for Bilingual Education. 726 Broadway 5th Floor, New York, NY 10003. Tel: 718-817-5875; e-mail: jmer@fordham.edu; Web site: https://fordham.bepress.com/jmer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01