Dual Language Teachers' Use of Conventional, Environmental, and Personal Resources to Support Academic Language Development

Autor/in	Lucero, Audrey
Titel	Dual Language Teachers' Use of Conventional, Environmental, and Personal Resources to Support Academic Language Development
Quelle	In: Bilingual Research Journal, 38 (2015) 1, S.107-123 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2015.1017028
Schlagwörter	Academic Discourse; Spanish; English (Second Language); Second Language Learning; Bilingualism; Semi Structured Interviews; Teacher Education; Bilingual Teachers; Grade 1; Elementary School Teachers; Elementary School Students; Observation; Classroom Techniques; Cultural Awareness; Teacher Characteristics; Knowledge Base for Teaching; Educational Resources; Metalinguistics; Teacher Attitudes; Qualitative Research; Case Studies + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bilingualismus; Lehrerausbildung; Lehrerbildung; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Klassenführung; Cultural identity; Kulturelle Identität; Teaching theory; Theory of teaching; Unterrichtstheorie; Bildungsmittel; Metalanguage; Metasprache; Lehrerverhalten; Qualitative Forschung; Case study; Fallstudie; Case Study
Abstract	This article reports findings from a study that investigated the ways in which first-grade dual language teachers drew on various resources to instructionally support academic language development among Spanish-English emergent bilingual students. Classroom observations, semistructured interviews, and document collection were conducted over a period of one school year. Findings indicate that: (a) teachers had differential access to personal and environmental resource streams; (b) teachers drew on multiple, interactive resource streams; and (c) there were some tensions within resource streams. Findings have implications for the preparation of teachers who will work in increasingly linguistically diverse classrooms in which academic language is much needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01