1. Measuring Linguistically Responsive Teaching (LRT) Tamara Milbourn Lead Evaluator eCALLMS University of Colorado Boulder Dr. Kara Viesca Lead PI eCALLMS University of Colorado Denver

2. Overview What is LRT? Our LRT survey Some initial data analyses (with your help) Future steps and opportunity to participate further!

3. What is LRT? If someone described a teacher’s teaching as “linguistically responsive”, what would that mean to you? If you walk into a classroom of a teacher, what would you observe that would tell you she is linguistically responsive? What would you observe that would tell you she isn’t? What do you think is the most important thing for teachers of multilingual learners to know and be able to do? How could a teacher learn to do it?

4. Lucas, Villegas & Freedson-Gonzalez (2008); Lucas & Villegas (2011)

5. Concerns with this LRT Framework Current thinking in language development Assessment

6. Our LRT Survey Item Development Field Test – Current version 13 demographic items 16 constructed response items 178 fixed-response items – 32 completed responses Eventually four 20-item forms

7. LRT Worksheet Subdomains 1. Sociolinguistic Consciousness 2. Scaffolding Information 3. Identifying the Language Demands of Classroom Tasks

8. Evaluating Responses Worksheet 1.Work individually, in pairs, or in groups 2.Read survey question 3.Read and score the 5 responses (keep in mind the subdomain): 3 = Expert 2 = Competent 1 = Emerging 0 = Not Observed 4. Note any comments or questions 6. Discuss as large group

9. Scale 3 = Expert 2 = Competent 1 = Emerging 0 = Not Observed

10. _No, students should be using both language./Students need to create their own identity and use the language that best fits them. _No. Many time parents think they are helping the child, but they are teaching the child incorrectly./I would have the parent speak the native language. It is hard to unteach what a parent thinks is correct. _I would say to support each other with their learning, and to practice together, but the focus should be on continuing to develop their child’s first language. However, I would let the parent know that my opinion should not be the basis for their decision. If the family feels it is better to only speak English at home, then I would respect their decision./Language is part of a child’s culture….I respect parents and the choices they make for their families. _I would say that it would benefit to speak English but only speaking English is not necessary./Because their home language is still important and should be valued. _I would say that only speaking English at home may contribute to the deterioration of the student’s primary language, which is not something the parent would want to do./I think it[‘]s important to work to change society and remove the power structures associated with language.

11. _In order to get stronger you need to take steps, building upwards on knowledge. _To create access to meaning from adapting the text, providing visuals, using realia, activation prior knowledge. _Teaching students where they are. _Scaffolding meanings to build up the concept in a variety of ways using many different strategies to help kids understand. _Providing support to those who need it until they can do it on their own.

12. _I would try to connect the text to my MLL students and use that to build upon the lesson. _I would read the text and look for vocabulary that may need front loading translation, similar words, or pictures that I could use in large groups before using the text. _For the past 8 years, I have only taught math and science. _First I would read the text through the lens of a language learner. Next, I would determine what I want kids to know and be able to do and say by the end of the lesson. Then, I would determine which scaffolds need to be put in place to help kids access the text be successful with the end goal. _I would modify the activity to include areas where the students are able to talk to one another. I would also create part of the lesson to include some type of visual.

13. Future Steps More analysis Connection between theory, scores and practice More data gathering Implications Questions?

14. Sign up! milbourn@colorado.edu kara.viesca@ucdenver.edu