東華大學圖書館 |

Formative Oral Language Assessment of Emergent Bilingual Students : = Literacy Intervention Teachers' Knowledge and Practice = Evaluacion formativa del lenguaje oral de estudiantes bilingues emergentes : conocimiento y practica de los maestros de intervencion en la alfabetizacion.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Formative Oral Language Assessment of Emergent Bilingual Students :/
其他題名:	Literacy Intervention Teachers' Knowledge and Practice = Evaluacion formativa del lenguaje oral de estudiantes bilingues emergentes : conocimiento y practica de los maestros de intervencion en la alfabetizacion.
其他題名:	Evaluacion formativa del lenguaje oral de estudiantes bilingues emergentes :
作者:	Berndt, Esther Marie.
面頁冊數:	1 online resource (258 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29209380click for full text (PQDT)
ISBN:	9798438748878

Formative Oral Language Assessment of Emergent Bilingual Students : = Literacy Intervention Teachers' Knowledge and Practice = Evaluacion formativa del lenguaje oral de estudiantes bilingues emergentes : conocimiento y practica de los maestros de intervencion en la alfabetizacion.
Berndt, Esther Marie.

Formative Oral Language Assessment of Emergent Bilingual Students :Literacy Intervention Teachers' Knowledge and Practice = Evaluacion formativa del lenguaje oral de estudiantes bilingues emergentes : conocimiento y practica de los maestros de intervencion en la alfabetizacion.Evaluacion formativa del lenguaje oral de estudiantes bilingues emergentes :conocimiento y practica de los maestros de intervencion en la alfabetizacion. - 1 online resource (258 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--Saint Mary's College of California, 2022.

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798438748878Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Bilingual educationIndex Terms--Genre/Form:

542853
Electronic books.

Formative Oral Language Assessment of Emergent Bilingual Students : = Literacy Intervention Teachers' Knowledge and Practice = Evaluacion formativa del lenguaje oral de estudiantes bilingues emergentes : conocimiento y practica de los maestros de intervencion en la alfabetizacion.
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500 $a Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
500 $a Advisor: Rambo, Heidimarie.
502 $a Thesis (Ed.D.)--Saint Mary's College of California, 2022.
504 $a Includes bibliographical references
520 $a 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.
520 $a El lenguaje oral es fundamental para la alfabetizacion. Debido a que su idioma esta en construccion, los estudiantes bilingues emergentes tienen necesidades unicas relacionadas con el desarrollo de la alfabetizacion, independientemente del idioma de instruccion. El conocimiento que los maestros adquieren a traves de la evaluacion formativa del lenguaje oral de los estudiantes puede guiar las decisiones sobre la instruccion de alfabetizacion. El proposito de este estudio de metodos mixtos fue explorar el conocimiento y la practica de la evaluacion formativa del lenguaje oral entre los maestros de intervencion de alfabetizacion que trabajan en entornos de escuelas bilingues publicas de California con estudiantes bilingues emergentes espanol-ingles en el jardin de infantes hasta el segundo grado, e investigar hasta que punto las herramientas de evaluacion del lenguaje formativo estaban disponibles y utilizadas por los maestros de intervencion de alfabetizacion. Este estudio se guio por las siguientes dos preguntas de investigacion: 1) Conocimiento del maestro: ¿Que saben los maestros de intervencion de alfabetizacion sobre el desarrollo del lenguaje oral bilingue; su papel en el desarrollo de la alfabetizacion de sus estudiantes bilingues emergentes; y la evaluacion formativa del lenguaje? y 2) Practica docente: ¿Que hacen los maestros de intervencion de alfabetizacion para evaluar formativamente el lenguaje oral de los estudiantes bilingues emergentes espanol-ingles? Los resultados sugieren que los maestros combinan la oratoria y la alfabetizacion en la evaluacion y los maestros carecen de instrumentos de evaluacion formativa del lenguaje apropiados. Los hallazgos sugieren que la practica podria mejorarse mejorando el conocimiento de los maestros a traves de la capacitacion y el desarrollo profesional, brindando oportunidades para la colaboracion profesional y aumentando la promocion de intervenciones efectivas de alfabetizacion y lenguaje.
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538 $a Mode of access: World Wide Web
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650 4 $a Reading instruction. $3 2122756
650 4 $a Teacher education. $3 3172312
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653 $a Formative assessment
653 $a Literacy intervention
653 $a Oral language assessment
653 $a Reading
653 $a Teacher knowledge
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