D. August, Christopher Barr, Coleen D. Carlson, Will Tad Johnston, Alexandra Marken
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A promising intervention designed to improve EAL learners’ mathematics skills and associated academic language
ABSTRACT This study investigated the effectiveness of an intervention designed to support sixth-grade Spanish-speaking English as Additional Language (EAL) learners and their English proficient classmates in acquiring pre-algebra knowledge and skills and associated academic vocabulary. The sample consisted of 88 EAL learners and their 139 English proficient classmates who had failed a fifth-grade final math exam. Treatment materials and methods differed from those used in the control group by building students’ foundational math skills and academic language; using visual and linguistic supports; and capitalizing on student’s home language knowledge. Data were analyzed using generalized linear mixed modeling at the item level. Both EAL learners and English-proficient treatment students outperformed control students on measures of math and academic vocabulary.
期刊介绍：
The Bilingual Research Journal is the National Association for Bilingual Education’s premier scholarly, peer-reviewed research publication. Bilingual Research Journal delivers in-depth coverage of education theory and practice, dealing with bilingual education, bilingualism, and language policies in education. Topics include: -Assessment- Biliteracy- Indigenous languages- Language planning- Language politics- Multilingualism- Pedagogical approaches- Policy analysis- Instructional research- Language planning- Second language acquisition. The journal has a strong interest in matters related to the education of language minority children and youth in the United States, grades PreK-12, but articles focusing on other countries are often included if they have implications for bilingual education in the U.S.
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