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Wong, Joanna W.; Athanases, Steven Z.; Banes, Leslie C. – International Journal of Bilingual Education and Bilingualism, 2020
As classrooms grow increasingly diverse internationally, teachers need support to teach diverse students. Bilingual teachers hold particular potential to provide culturally and linguistically responsive instruction. We need to know more about teacher education learning opportunities and ways bilingual teachers leverage these as resources. Drawing…
Descriptors: Bilingual Teachers, Preservice Teachers, Preservice Teacher Education, Reflective Teaching
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Esquinca, Alberto; de la Piedra, María Teresa; Herrera-Rocha, Lidia – Bilingual Research Journal, 2021
In this two-year ethnographic study, we explored engineering teaching and learning in fourth-grade, dual language (DL) classrooms. We discuss the biliterate disciplinary practices in these classrooms, examining data (field notes, interviews, artifacts, audio, and video recordings) gathered at a school on the US-Mexico border. Our purpose is to…
Descriptors: Literacy, Bilingualism, Ethnography, Engineering Education
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Cano, Jessica; Ruiz, Nadeen Teresa – Bilingual Research Journal, 2020
Throughout our targeted approach of explicit collaborative translation during small-group reading instruction in a bilingual education classroom, fourth grade emergent bilinguals employed the strategy to comprehend narrative text in a range of ways, similar to middle school students in reading instruction research. As students acknowledged the…
Descriptors: Translation, Bilingual Education, Code Switching (Language), Small Group Instruction
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Pando, Magdalena; Aguirre-Muñoz, Zenaida – Journal of Science Teacher Education, 2021
This article is a qualitative study that explored bilingual/ESL science teachers' reflections about subject matter knowledge (SMK) and instructional practice in the elementary grades. Thirty-three teachers were part of a 5-year professional development program designed to enhance instructional quality and effectiveness to teach English learners.…
Descriptors: Case Method (Teaching Technique), Professional Development, Inservice Teacher Education, Science Teachers
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Musanti, Sandra I. – Action in Teacher Education, 2017
The study explores English as a second language (ESL) and bilingual teachers' narratives within a learning community as they collectively engage in reflecting on practices to more effectively support English learners. This longitudinal qualitative study integrates narrative inquiry approach and critical incident methodology. Participants were…
Descriptors: Bilingual Teachers, English (Second Language), Reflection, Longitudinal Studies
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Kelly, Gregory; Breton, Therese – Electronic Journal of Literacy through Science, 2001
Uses discourse processes to examine how two bilingual elementary school teachers in three classrooms framed science as disciplinary inquiry. Data sources were drawn from studies encompassing multiple years and multiple teachers and included extensive videotaped records of classroom interaction. Identifies cultural themes that included ways in…
Descriptors: Bilingual Teachers, Cultural Influences, Discourse Analysis, Elementary Education