Bilingual teachers’ application of cooperative, collaborative, and peer-tutoring strategies in teaching cognitive content in a randomized control study

ABSTRACT

Via a multi-domain, multi-response classroom observation instrument, we observed and analyzed treatment and control teachers’ pedagogical differences when applying cooperative, collaborative, and peer-tutoring (CCP) strategies in Grade 1 bilingual classrooms with English learners (ELs). We found that with the support of ongoing, structured, and curriculum-aligned virtual professional development (VPD), treatment teachers allocated more time in engaging ELs via CCP strategies and evaluating and providing feedback to ELs. Moreover, treatment ELs had more opportunities to be involved in CCP activities that promoted dense cognitive, academic English language development.

KEYWORDS:

• Classroom observation
• virtual professional development
• cooperative/collaborative/peer-tutoring strategies
• teacher pedagogical behaviours

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 We use the acronym, CCP, to represent all three of classroom pedagogical practices, peer-mediated strategies — including cooperative, collaborative, and peer-tutoring strategies.

2 STELLA, including AOWLS, was later published by Frog Street Press Inc in 2020.

3 TBOP has been employed in all types of bilingual programmes, including transitional, dual language, and English as second language.

Additional information

Funding

This work was supported by U.S. Department of Education: [Grant Number U411B120047].

Notes on contributors

Shifang Tang

Shifang Tang is Assistant Research Scientist in the Center for Research & Development in Dual Language & Literacy Acquisition in the College of Education and Human Development, Texas A&M University. Her research interests include assessment and evaluation for English learners in ESL and bilingual settings, as well as examining the instructional quality and best practices for teaching these students.

Fuhui Tong

Fuhui Tong is Professor of Bilingual and ESL education and the Head of the Department of Educational Psychology, Texas A&M University. She serves as Co-Director of the Center for Research & Development in Dual Language & Literacy Acquisition. Her research interests include research design and quantitative methodology in bilingual/ESL education, second language and literacy development and assessment, and program evaluation in educational research with bilingual populations.

Rafael Lara-Alecio

Rafael Lara-Alecio is Regents Professor serving in the Department of Educational Psychology, College of Education and Human Development, Texas A&M University. He serves as Director of the Center for Research & Development in Dual Language & Literacy Acquisition. His expertise includes Academic Language through Content Areas of Instruction, assessment/evaluation, and parental involvement in bilingual/ESL education.

Beverly J. Irby

Beverly J. Irby is Regents Professor serving in the Department of Educational Administration and Human Resource Development and is the Associate Dean for Academic Affairs in the College of Education and Human Development, Texas A&M University. She is Director of the Education Leadership Research Center and Co-director of the Center for Research & Development in Dual Language & Literacy Acquisition. Her primary research interests center on principal and superintendent leadership, bilingual and ESL education administrative structures, curriculum, international education, and instructional strategies.