Formative Oral Language Assessment of Emergent Bilingual Students: Literacy Intervention Teachers' Knowledge and Practice

Autor/in	Berndt, Esther Marie
Titel	Formative Oral Language Assessment of Emergent Bilingual Students: Literacy Intervention Teachers' Knowledge and Practice
Quelle	(2022), (258 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Saint Mary's College of California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-4887-8
Schlagwörter	Hochschulschrift; Dissertation; Oral Language; Knowledge Level; Formative Evaluation; Literacy Education; Public Schools; Bilingual Students; Spanish; English; Kindergarten; Grade 1; Grade 2; Student Evaluation; Elementary School Teachers; Reading Teachers; Second Language Learning; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Oral interpretation; Mündlicher Sprachgebrauch; Wissensbasis; Public school; Öffentliche Schule; Spanisch; English language; Englisch; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Schulnote; Studentische Bewertung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Zweitsprachenerwerb; Kalifornien
Abstract	Oral language is foundational to literacy. Because their language is under construction, emergent bilingual students have unique needs related to literacy development regardless of the language of instruction. Knowledge teachers gain through formative assessment of student oral language can guide decisions about literacy instruction. The purpose of this mixed-methods study was to explore the knowledge and practice of formative oral language assessment among literacy intervention teachers working in California public bilingual school settings with Spanish-English emergent bilingual students in kindergarten through second grade, and to investigate the extent to which formative language assessment tools were available and used by literacy intervention teachers. This study was guided by the following two research questions: (1) Teacher knowledge: What do literacy intervention teachers know about bilingual oral language development; its role in literacy development of their emergent bilingual students; and formative language assessment? and (2) Teacher practice: What do literacy intervention teachers do to formatively assess the oral language of Spanish-English emergent bilingual students? Results suggest teachers conflate oracy and literacy in assessment and teachers lack appropriate formative language assessment instruments. Findings suggest practice might be improved by enhancing teacher knowledge through training and professional development, providing opportunities for professional collaboration, and increasing advocacy for effective literacy and language interventions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01