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Elementary English for Speakers of Other Language Teachers' Perceptions of the Push-In Program to Support Mathematics Skills

机译：讲其他语言的老师对支持数学技能的推入式课程的理解的初级英语

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摘要

Educators in a local southeastern U.S. elementary school are concerned that English language learners are not meeting mandated mathematics achievement requirements on state tests. This case study explored how 12 Grades 3 through 5 English for speakers of other language (ESOL) teachers who were purposely selected, described the push-in program model for mathematics instruction. The study examined how the teachers delivered the push-in ESOL program and the instructional strategies they used. The conceptual framework was guided by Bandura's social learning theory and language acquisition theories and informed by Krashen's second language acquisition theory, Cummins's language proficiency theory, and Collier's second language acquisition theory. Observations, interviews, and documents were analyzed using inductive coding to identify themes: teachers build success through knowledge of second language acquisition, teachers build success by using knowledge of students' cultures and background, teachers build success by being highly qualified and participating in professional development, teachers build success through collaboration, and teachers struggle to meet the needs of all students. Additional themes emerged that informed the subquestions of how teachers delivered instruction to ESOL students in the push-in program: teachers create a positive and supportive learning environment, teachers use research-based instructional strategies and teachers use a variety of data to promote student learning. The project developed from the findings is a 3-day professional development seminar for ESOL teachers and classroom teachers designed to build coteaching skills. The expected implication for social change is the development of a collaborative environment within the school that will promote student achievement.
机译：美国东南部当地一所小学的教育工作者担心，英语学习者没有达到国家考试规定的数学成绩要求。本案例研究探讨了如何有目的地选择其他语言（ESOL）教师的12年级3至5年级英语，描述了数学教学的推入式课程模型。该研究检查了教师如何交付即插即用的ESOL计划以及他们使用的教学策略。该概念框架以班杜拉的社会学习理论和语言习得理论为指导，并以克拉申的第二语言习得理论，康明斯的语言能力理论和科利尔的第二语言习得理论为指导。使用归纳编码分析观察，访谈和文档以识别主题：教师通过第二语言习得知识来建立成功；教师通过使用学生的文化和背景知识来建立成功；教师通过高素质并参与专业发展来构建成功，教师可以通过协作获得成功，而教师则难以满足所有学生的需求。出现了其他主题，这些主题为子问题解答了教师如何在推入式课程中向ESOL学生提供指导的过程：教师创造了积极而支持性的学习环境，教师使用了基于研究的教学策略，教师使用了各种数据来促进学生学习。根据调查结果制定的项目是为期3天的ESOL教师和课堂教师的专业发展研讨会，旨在提高他们的舞蹈技能。社会变革的预期含义是在学校内部建立协作环境，以促进学生的成就。

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  • 作者

    Henry, Joye E.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Education.;English as a second language.;Elementary education.;Mathematics education.
  • 学位 Ed.D.
  • 年度 2018
  • 页码 318 p.
  • 总页数 318
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 建筑科学;
  • 关键词

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