Graduate Thesis Or Dissertation
 

An exploration of linguistic responsiveness of SBAE teachers when teaching linguistically diverse students

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/000007348

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  • The purpose of this study was to explore and describe how the orientations and knowledge of linguistically responsive teaching, as well as personal characteristics of school-based agriculture education (SBAE) teachers, influence the frequency of their implementation of linguistically responsive practices. Grounded in the Linguistically Responsive Teaching framework by Lucas and Villegas (2010), this study focused specifically on those teachers with experience teaching culturally and linguistically diverse (CLD) students. The literature suggests that given the continuous changes in the student population, and the expected influx of CLD students in classrooms, there is an ongoing need for all teachers, including SBAE teachers, to be prepared to teach CLD students. This study, therefore, has the potential to enhance the educational experiences of both educators and CLD students within SBAE programs. This research included 136 SBAE teachers from Texas, California, and Florida, all of whom had experience teaching CLD students. The data collected were analyzed using both descriptive and inferential statistics, specifically regression analysis. Most of the participating teachers had less than 10 years of experience in SBAE programs and held undergraduate degrees. The majority of participants were of European/American descent and monolingual English speakers. Encouragingly, the results of this study indicated that teachers generally held positive perceptions regarding the beliefs and knowledge required to teach CLD students. This influenced them to frequently implement linguistically responsive teaching practices, ranging from sometimes to very often. Factors positively influencing teacher practice included knowledge of scaffolding instruction, having taken courses in multilingualism or multiculturalism, and possession of an ESOL endorsement, with scaffolding knowledge being the strongest predictor. The knowledge gained from this study provides the field of SBAE with a valuable path to further explore the needs of current and future CLD students. Furthermore, it offers opportunities to refine teacher training and performance, thereby benefiting all participants involved in the educational process.
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