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Abstract
The Center for Equity for English Learners (CEEL) at Loyola Marymount University collaborated with Montebello Unified School District (MUSD) leaders and teachers in a Research, Practice, Policy Partnership (RPP) to investigate Spanish oral language production in TK to 2nd grade students enrolled in three Dual Language Immersion Academies providing Cognitively Guided Instruction (CGI) in mathematics. Teacher researchers collected pre- and post-video samples of students explaining their CGI Counting Collections strategy. After establishing inter-rater reliability, MUSD teachers and the CEEL Research Team individually and independently analyzed characteristics of students’ academic Spanish oral language production using two focal California Spanish Language Development (SLD) Standards. Emerging findings showed progression in the students’ Spanish oral language production and emphasized the importance of building knowledge of Spanish Language Development (SLD) standards, utilizing data-driven instruction, and leveraging staff experience to continue professional development efforts.
Publication Date
6-2025
Disciplines
Bilingual, Multilingual, and Multicultural Education | Educational Leadership | Teacher Education and Professional Development
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Leadership Commons, Teacher Education and Professional Development Commons
Recommended Citation for Full Report
Lavadenz, M., Armas, E., Kaminski, L., Yuen, K., Valencia, M., Teacher Researchers. (2025). Learning and Leading Together: Highlights from a Multilingual and Mathematics Focused Research, Practice, Policy Partnership. [Brief Insights]. Loyola Marymount University Center for Equity for English Learners. 10.64650/ceel.policy.18