Teachers' beliefs about English learners: Adding linguistic support to enhance academic rigor. (February 2020)

• Record Type: Journal Article
• Authors: Torff, Bruce; Murphy, Audrey Figueroa
• Is Part Of: Phi Delta Kappan. Volume 101:Number 5(2020)
• Page Start: 14
• Page End: 18
• Publication Date: 2020-02
• Subjects: English learners -- rigor -- achievement gap -- English language learners; Education -- United States -- Periodicals; Greek letter societies -- Periodicals; Onderwijs; Éducation -- Périodiques; Associations désignées par des lettres grecques -- Périodiques; Éducation; Enseignement; Pédagogie; Politique éducative; Recherche en éducation; Réforme du système éducatif; Services aux élèves; Système éducatif; États-Unis; Étude comparée (Descripteur de forme); Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.0097305
• DOI: 10.1177/0031721720903822
• Languages: English
• ISSNs: 0031-7217

Abstract

A persistent achievement gap for English learners (ELs) has prompted educators to search for contributing factors and pedagogical solutions. Research by Bruce Torff and Audrey Figueroa Murphy shows teachers' beliefs about rigor of curriculum may contribute to the problem; teachers supported less rigorous curriculum for ELs, evincing a "rigor gap" likely to exacerbate the EL achievement gap. They suggest that systematic analysis of the linguistic demands of classroom tasks can facilitate the design of appropriate linguistic supports, allowing ELs to engage in academically rigorous instruction comparable to that afforded English-proficient students. Counteracting the rigor gap as such has promise to ameliorate the EL achievement gap .