Office of English Language Acquisition National Professional Development Grant Program: Research on Schools, Teachers, and Communities
TESOL Journal,
Год журнала:
2025,
Номер
16(2)
Опубликована: Март 14, 2025
ABSTRACT
This
TESOL
Journal
Special
Issue
editorial
team
is
pleased
to
share
with
the
larger
TESOL/Bilingual
Education
scholarly
community
this
unique
collection
of
articles
that
stem
from
work
related
U.S.
Office
English
Language
Acquisition's
National
Professional
Development
(NPD)
grants
program.
special
issue
focuses
on
current
and
historic
NPD
projects
throughout
teacher
preparation
programs,
districts,
schools,
educators,
students,
families.
The
highlight
a
variety
approaches
transforming
pre‐service
education
in‐service
professional
development
in
interest
multilingual
student
achievement
family/community
inclusion.
will
be
first
highlights
documents
large‐scale
reach
across
Язык: Английский
Relating preservice teacher's bilingual teaching self‐efficacy to lesson differentiation practices for multilingual learners
TESOL Journal,
Год журнала:
2024,
Номер
unknown
Опубликована: Дек. 13, 2024
Abstract
This
study
examined
bilingual
preservice
teachers'
self‐efficacy
in
the
context
of
lesson
differentiation
for
multilingual
learners
Spanish.
Thirty‐six
teachers
across
three
California
State
University
programs
participated
a
quantitative
methods
plan
analysis.
Findings
showed
that
were
not
sufficiently
skilled
at
differentiating
instruction
with
distinct
linguistic
needs
and
assets.
Results
indicated
that,
although
had
high
levels
English
learner
(EL)
teaching
towards
learners,
there
was
low
correlation
their
ability
to
provide
differentiation.
The
concluded
is
complex
process
requires
extensive
knowledge
content
standards,
understanding
students'
assets,
enacting
purposeful
high‐leverage
strategies
supports
scaffolds
meet
learners'
needs.
Язык: Английский
Translanguaging Formative Assessment Tools for Bilingual Teachers of Multilingual Students
TESOL Journal,
Год журнала:
2024,
Номер
unknown
Опубликована: Дек. 19, 2024
ABSTRACT
In
this
article,
the
authors
describe
how
their
NPD
project
aims
to
support
bilingual
classroom
teachers'
understanding
and
implementation
of
translanguaging
as
theory
practice.
They
share
two
practical
tools
they
developed
help
teachers
approach
formative
assessment
through
a
lens.
The
first
tool
is
conversation
observation
that
equips
capture
what
focal
students
can
do
in
conversations
about
grade
level
content
Spanish,
English,
via
translanguaging.
Tool
1
aligned
with
Common
Core
Speaking
Listening
standards
includes
blank
template
use
align
relevant
across
areas
levels.
second
designed
(1)
get
know
student
holistic
individual,
(2)
information
identify
high‐interest
books
for
student,
(3)
employ
culturally
linguistically
responsive
adaptations,
such
translanguaging,
formatively
assess
student's
reading.
Both
are
intended
guide
instruction
informal
assessment:
Identifying
students'
strengths
needs
helps
distinguish
aspects
language
literacy
necessary
future
instruction.
Язык: Английский