Purpose

This study aims to examine the impact of an online language immersion program on the participants’ self-efficacy for culturally responsive teaching.

Design/methodology/approach

The Culturally Responsive Teaching Self-Efficacy Scale (Siwatu, 2007), the Culturally Responsive Teaching Outcome Expectations Scale (Siwatu, 2007) and the Culturally Responsive Classroom Management Self-Efficacy Scale (Siwatu, et al., 2015) were used to examine the impact of the intervention using a pretest/posttest analysis. Participant reflections were also qualitatively coded to provide further insight into the program.

Findings

The intervention showed a statistically significant and positive change to participant’s self-efficacy in the areas of culturally responsive teaching and culturally responsive classroom management. Participants showed growth in outcome expectancy, but this change was not statistically significant.

Practical implications

Educators working with a high number of English learners (EL) can benefit from the intervention, which allows the educator to share in the language learning experience and gain a deeper understanding of the day-to-day challenges faced by their students.

Originality/value

This study represents the second attempt to document the impact of the BaseLang Grammarless program as a professional learning intervention for K-12 educators working in schools with a high rate of EL.

中文翻译：

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通过在线语言沉浸培养文化响应式教学的自我效能感

目的

本研究旨在探讨在线语言沉浸项目对参与者文化响应式教学自我效能的影响。

设计/方法论/途径

使用文化响应式教学自我效能感量表（Siwatu，2007）、文化响应式教学成果期望量表（Siwatu，2007）和文化响应式课堂管理自我效能感量表（Siwatu，等，2015）来考察文化响应式教学自我效能感量表（Siwatu，2015 ）。使用预测试/后测试分析干预的影响。参与者的反馈也进行了定性编码，以提供对该计划的进一步了解。

发现

干预措施显示，参与者在文化响应式教学和文化响应式课堂管理领域的自我效能发生了统计上显着且积极的变化。参与者的预期结果有所增长，但这种变化在统计上并不显着。

实际影响

与大量英语学习者 (EL) 一起工作的教育工作者可以从干预中受益，这使得教育工作者能够分享语言学习经验，并更深入地了解学生面临的日常挑战。

原创性/价值

这项研究是第二次尝试记录 BaseLang Grammarless 计划作为专业学习干预措施对在 EL 率较高的学校工作的 K-12 教育工作者的影响。