Maggie Hoody, Joanna Yang Yowler, Michele Link-Valenstein, Anna Banti, Krystle Eilen, Andrea Saenz, Heidi Saari, Chris Pierret
As the population of K-12 English language learners (ELLs) grows, teachers are challenged to employ strategies that efficiently promote content-learning and language-learning. This paper reports an action research project investigating the effects of three consecutive instructional interventions on student language production at a suburban elementary school. Teachers identified a problem of practice, consulted scholarship for intervention design, and conducted collaborative action research in science, mathematics, and social studies classes. Participants included grades 2-4 ELL and non-ELL students. Data was collected using a modified version of Soto's ELL Shadowing Protocol Form (2012), monitoring frequency of student-speaking, teacher-speaking, student-listening, and on- and off-task behavior. Quantitative analyses found that utilization of message abundancy, 'tasks that require talk,' and stretched language positively impacted student language production and on-task behavior. Statistically significant differences were found in mathematics language production for both ELL (Intervention 1 to 2 p=0.0028; Overall p=0.0023) and non-ELL students (Intervention 1 to 2 p<0.0001) and in task-oriented behavior in science and social studies for non-ELL students (Baseline to Intervention 1 and Overall p<0.0001). Differences between ELL and non-ELL students for both language production and on-task behavior narrowed with time, suggesting that the interventions employed equalized student behaviors.
{"title":"EXAMINING THE EFFECTOF LANGUAGE-BASED INSTRUCTIONAL INTERVENTIONS ON ELL AND NON-ELL LANGUAGE PRODUCTION AND TASK-ORIENTED BEHAVIOR IN ELEMENTARY MATH, SCIENCE, AND SOCIAL STUDIES CLASSROOMS.","authors":"Maggie Hoody, Joanna Yang Yowler, Michele Link-Valenstein, Anna Banti, Krystle Eilen, Andrea Saenz, Heidi Saari, Chris Pierret","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>As the population of K-12 English language learners (ELLs) grows, teachers are challenged to employ strategies that efficiently promote content-learning and language-learning. This paper reports an action research project investigating the effects of three consecutive instructional interventions on student language production at a suburban elementary school. Teachers identified a problem of practice, consulted scholarship for intervention design, and conducted collaborative action research in science, mathematics, and social studies classes. Participants included grades 2-4 ELL and non-ELL students. Data was collected using a modified version of Soto's ELL Shadowing Protocol Form (2012), monitoring frequency of student-speaking, teacher-speaking, student-listening, and on- and off-task behavior. Quantitative analyses found that utilization of message abundancy, 'tasks that require talk,' and stretched language positively impacted student language production and on-task behavior. Statistically significant differences were found in mathematics language production for both ELL (Intervention 1 to 2 <i>p</i>=0.0028; Overall <i>p</i>=0.0023) and non-ELL students (Intervention 1 to 2 <i>p</i><0.0001) and in task-oriented behavior in science and social studies for non-ELL students (Baseline to Intervention 1 and Overall <i>p</i><0.0001). Differences between ELL and non-ELL students for both language production and on-task behavior narrowed with time, suggesting that the interventions employed equalized student behaviors.</p>","PeriodicalId":93031,"journal":{"name":"Journal of teacher action research","volume":"5 3","pages":"18-37"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7198046/pdf/nihms-1583823.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37902187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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