1887
image of Using a rubric as a mediational tool to assess pre-service immersion teacher development

Abstract

Abstract

Dual language and immersion (DLI) teaching requires knowledge and pedagogical skills focused on language and content integration (e.g., Cammarata & Tedick, 2012; Lyster, 2007; Tedick & Cammarata, 2023). Recent scholarship has begun to articulate how best to prepare DLI teachers with such knowledge and skills (e.g., Cammarata & Haley, 2017; Tedick et al., 2024; Tedick & Zilmer, 2018). This study adds to this work by exploring how a DLI-specific teacher assessment rubric mediates the learning process. Researchers created a DLI-specific rubric to aid pre-service teacher candidates (TCs) in developing skills related to content and language integration. The case study explores one TC and one supervisor’s experiences with the rubric. Data sources include audio “diaries” and video-recordings of post-observation conferences between the two participants. Qualitative inductive analysis led to sociocultural concepts (Vygotsky, 1978) as explanatory tools for understanding the role of the rubric in the TC’s learning and supervisor’s mentoring.

Available under the CC BY 4.0 license.
Loading

Article metrics loading...

/content/journals/10.1075/jicb.24015.ted
2024-09-06
2024-10-11
Loading full text...

Full text loading...

/deliver/fulltext/10.1075/jicb.24015.ted/jicb.24015.ted.html?itemId=/content/journals/10.1075/jicb.24015.ted&mimeType=html&fmt=ahah

References

  1. Adams, P. E., & Krockover, G. H.
    (1999) Stimulating constructivist teaching styles through use of an observation rubric. Journal of Research in Science Teaching, (), –. 10.1002/(SICI)1098‑2736(199910)36:8<955::AID‑TEA4>3.0.CO;2‑3
    https://doi.org/10.1002/(SICI)1098-2736(199910)36:8<955::AID-TEA4>3.0.CO;2-3 [Google Scholar]
  2. Bodzin, A., & Beerer, K.
    (2003) Promoting inquiry-based science instruction: The validation of the science teacher inquiry rubric (STIR). Journal of Elementary Science Education, (), –. 10.1007/BF03173842
    https://doi.org/10.1007/BF03173842 [Google Scholar]
  3. Boyle, A., August, D., Tabaku, L., Cole, S., & Simpson-Baird, A.
    (2015) Dual language education programs: Current state policies and practices. U.S. Department of Education Office of English Language Acquisition. American Institutes for Research.
    [Google Scholar]
  4. Cammarata, L., & Cavanagh, M.
    (2018) In search of immersion teacher educators’ knowledge base: Exploring their readiness to foster an integrated approach to teaching. Journal of Immersion and Content-Based Language Education, (), –. 10.1075/jicb.18009.cam
    https://doi.org/10.1075/jicb.18009.cam [Google Scholar]
  5. Cammarata, L., & Haley, C.
    (2017) Integrated content, language, and literacy instruction in a Canadian French immersion context: A professional development journey. International Journal of Bilingual Education and Bilingualism, (), –. 10.1080/13670050.2017.1386617
    https://doi.org/10.1080/13670050.2017.1386617 [Google Scholar]
  6. Cammarata, L., & Tedick, D. J.
    (2012) Balancing content and language in instruction: The experience of immersion teachers. The Modern Language Journal, (), –. 10.1111/j.1540‑4781.2012.01330.x
    https://doi.org/10.1111/j.1540-4781.2012.01330.x [Google Scholar]
  7. Caughlan, S., & Jiang, H.
    (2014) Observation and teacher quality: Critical analysis of observational instruments in preservice teacher performance assessment. Journal of Teacher Education, (), –. 10.1177/0022487114541546
    https://doi.org/10.1177/0022487114541546 [Google Scholar]
  8. Danielson, C.
    (2007) Enhancing professional practice: A framework for teaching (2nd ed.). ASCD.
    [Google Scholar]
  9. Echevarría, J., Vogt, M., & Short, D. J.
    (2008) Making content comprehensible for English learners: The SIOP® model (3rd ed.) Pearson Education.
    [Google Scholar]
  10. Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero-González, L., Ruiz-Figueroa, O., & Escamilla, M.
    (2014) Biliteracy from the start: Literacy Squared in action. Caslon Publishing.
    [Google Scholar]
  11. Fortune, T. W.
    (2014) Immersion teaching strategies observation checklist. Retrieved fromcarla.umn.edu/immersion/checklist.pdf
    [Google Scholar]
  12. Gibbons, P.
    (2015) Scaffolding language scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Heinemann.
    [Google Scholar]
  13. Guerrero, M. D., & Lachance, J. R.
    (2018) The National Dual Language Education Teacher Preparation Standards. Dual Language Education of New Mexico.
    [Google Scholar]
  14. Hamayan, E., Genesee, F., & Cloud, N.
    (2013) Dual language instruction from A to Z: Practical guidance for teachers and administrators. Heinemann.
    [Google Scholar]
  15. Howard, E. R., Lindholm-Leary, K. J., Rogers, D., Olague, N., Medina, J., Kennedy, B., Sugarman, J., & Christian, D.
    (2018) Guiding principles for dual language education (3rd ed.). Center for Applied Linguistics.
    [Google Scholar]
  16. Kennedy, M. M.
    (2010) Approaches to annual performance assessment. InM. M. Kennedy (Ed.), Teacher assessment and the quest for teacher quality: A handbook (pp.–). Jossey-Bass.
    [Google Scholar]
  17. Koh, J. H. L.
    (2013) A rubric for assessing teachers’ lesson activities with respect to TPACK for meaningful learning with ICT. Australasian Journal of Educational Technology, (), –. 10.14742/ajet.228
    https://doi.org/10.14742/ajet.228 [Google Scholar]
  18. Llinares, A., Morton, T., & Whittaker, R.
    (2012) The roles of language in CLIL. Cambridge University Press.
    [Google Scholar]
  19. Lyster, R.
    (2007) Learning and teaching languages through content: A counterbalanced approach. John Benjamins. 10.1075/lllt.18
    https://doi.org/10.1075/lllt.18 [Google Scholar]
  20. Saldaña, J.
    (2016) The coding manual for qualitative researchers. Sage.
    [Google Scholar]
  21. Swain, M.
    (1988) Manipulating and complementing content teaching to maximize second language learning. TESL Canada Journal, , –. 10.18806/tesl.v6i1.542
    https://doi.org/10.18806/tesl.v6i1.542 [Google Scholar]
  22. Swain, M., Kinnear, P., & Steinman, L.
    (2015) Sociocultural theory in second language education: An introduction through narratives (2nd ed.). Multilingual Matters. 10.21832/9781783093182
    https://doi.org/10.21832/9781783093182 [Google Scholar]
  23. Tedick, D. J., & Cammarata, L.
    (2023) Bilingual and immersion teacher education. InC. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp.–). John Wiley & Sons. 10.1002/9781405198431.wbeal0096.pub2
    https://doi.org/10.1002/9781405198431.wbeal0096.pub2 [Google Scholar]
  24. Tedick, D. J., & Lyster, R.
    (2020) Scaffolding language development in immersion and dual language classrooms. Routledge.
    [Google Scholar]
  25. Tedick, D. J., Mathieu, C. S., & Dupuis, D.
    (2024) Learning content and language integration: Assessing the effectiveness of in-service professional development for immersion teachers. InS. Ballinger, R. Fielding, & D. J. Tedick, (Eds.), Teacher development for content-based language education: International perspectives (pp.–). Multilingual Matters.
    [Google Scholar]
  26. Tedick, D. J., & Zilmer, C.
    (2018) Teacher perceptions of immersion professional development experiences emphasizing language-focused content instruction. Journal of Immersion and Content-Based Language Education, (), –. 10.1075/jicb.17019.ted
    https://doi.org/10.1075/jicb.17019.ted [Google Scholar]
  27. Vygotsky, L.
    (1978) Mind and society. Harvard University Press.
    [Google Scholar]
  28. Youngs, P., Pogodzinski, B., & Low, M.
    (2010) The role of formative assessments in new teacher induction. InM. M. Kennedy (Ed.), Teacher assessment and the quest for teacher quality: A handbook (pp.–). Jossey-Bass.
    [Google Scholar]
/content/journals/10.1075/jicb.24015.ted
Loading
/content/journals/10.1075/jicb.24015.ted
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error