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Tnilning teachers to evaluate emerging bilingual students9 billterate writing

Tnilning teachers to evaluate emerging bilingual students9 billterate writing

 Butvilofsky, Samira Adriana.
 2012
 p. 383-403 English
Ngôn ngữBilingual teachers.Bilingual writing.Biliterate writing rubric.Teacher development.Bilingual education.Bilingual assessment training.
Tác giả CN Butvilofsky, Samira Adriana.
Nhan đề Tnilning teachers to evaluate emerging bilingual students9 billterate writing / Samira Adriana Butvilofsky and Wendy Lynn Sparrow
Thông tin xuất bản 2012
Mô tả vật lý p. 383-403
Tóm tắt The purpose of this mixed-methods study was to explore and identify issues related to training teachers to use a bilingual writing rubric designed to examine the biliterate writing of emerging bilingual students who are participating in a biliteracy model. Findings indicate the need to provide clarifications on the rubric rating criteria and the need to pay attention to the differences between Spanish and English rhetoric, as teachers had lower levels of consensus when they rated Spanish content. This finding also indicates a need to revise the rubric itself. High levels of consensus were reached when teachers rated spelling and structural elements in both languages. When conducting an analysis of students’ Spanish and English writing, teachers noted students’ ability to transfer writing abilities across languages. This study is significant to the advancement of this biliteracy model and to the education of emerging bilingual students. It is also important to develop a shared vision of what it means to be bilingual and to understand how biliteracy develops using a holistic lens
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Bilingual teachers.
Từ khóa tự do Bilingual writing.
Từ khóa tự do Biliterate writing rubric.
Từ khóa tự do Teacher development.
Từ khóa tự do Bilingual education.
Từ khóa tự do Bilingual assessment training.
Tác giả(bs) CN Samira Adriana Butvilofsky and Wendy Lynn Sparrow
Nguồn trích Language and education- 2012, Vol26, N.5
MARC
Hiển thị đầy đủ trường & trường con
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245[1 0] |a Tnilning teachers to evaluate emerging bilingual students9 billterate writing / |c Samira Adriana Butvilofsky and Wendy Lynn Sparrow
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300[ ] |a p. 383-403
362[ 0] |a Vol. 26 (September 2012)
520[ ] |a The purpose of this mixed-methods study was to explore and identify issues related to training teachers to use a bilingual writing rubric designed to examine the biliterate writing of emerging bilingual students who are participating in a biliteracy model. Findings indicate the need to provide clarifications on the rubric rating criteria and the need to pay attention to the differences between Spanish and English rhetoric, as teachers had lower levels of consensus when they rated Spanish content. This finding also indicates a need to revise the rubric itself. High levels of consensus were reached when teachers rated spelling and structural elements in both languages. When conducting an analysis of students’ Spanish and English writing, teachers noted students’ ability to transfer writing abilities across languages. This study is significant to the advancement of this biliteracy model and to the education of emerging bilingual students. It is also important to develop a shared vision of what it means to be bilingual and to understand how biliteracy develops using a holistic lens
650[1 7] |a Ngôn ngữ |2 TVĐHHN.
653[ ] |a Bilingual teachers.
653[ ] |a Bilingual writing.
653[ ] |a Biliterate writing rubric.
653[ ] |a Teacher development.
653[ 0] |a Bilingual education.
653[0 ] |a Bilingual assessment training.
700[ 1] |a Samira Adriana Butvilofsky and Wendy Lynn Sparrow
773[ 0] |t Language and education |g 2012, Vol26, N.5
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