Teachers' perspectives on literacy assessment and instruction with language-minority students: A comparative study

In this study we examine the beliefs and practices of special education, credentialed bilingual, and bilingual waivered teachers (N = 18 for each group) of Latino language-minority students, with regard to literacy/reading, bilingualism/biliteracy, and assessment. Multiple data sources were used, including semistructured interviews, a questionnaire, classroom observation (12 teachers), and classroom products (12 classrooms) related to assessment. We found that no group of teachers supported a single view of instruction or assessment. Although there was variation within groups, differences between groups (primarily bilingual and special education teachers) were evident in beliefs about reading/literacy and assessment. No group showed a favorable attitude toward bilingualism/biliteracy. We identified several classroom practices that seemed to differentiate teachers at opposite ends of the belief continua examined (constructivist vs. direct instruction, authentic vs. skills-based assessment): for example, constructivist teachers tended to distribute lessons and assessment throughout the school day and to allow students more control of activities and assessment. Finally, we found that classroom practices were mediated by features of the local context, such as the press for students to learn English and demands on teachers' time.