Helping ELLs Meet Standards in English Language Arts and Science: An Intervention Focused on Academic Vocabulary

Autor/inn/en	August, Diane; Artzi, Lauren; Barr, Christopher
Titel	Helping ELLs Meet Standards in English Language Arts and Science: An Intervention Focused on Academic Vocabulary
Quelle	In: Reading & Writing Quarterly, 32 (2016) 4, S.373-396 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2015.1039738
Schlagwörter	English Language Learners; Language Arts; Common Core State Standards; Academic Discourse; Vocabulary Development; Teaching Methods; Spanish Speaking; Elementary School Teachers; Elementary School Students; Grade 3; Grade 4; Poverty; Instructional Effectiveness; Reading Instruction; Discussion (Teaching Technique); Intervention; Reinforcement; Comparative Analysis; Statistical Analysis; English (Second Language); Second Language Learning; Pretests Posttests + Suchen Sie Ihr Suchwort? Sprachkultur; Common core curriculum; Curriculum; Kerncurriculum; Discourse; Diskurs; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Armut; Unterrichtserfolg; Leseunterricht; Positive Verstärkung; Statistische Analyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	The Common Core State Standards and the Next Generation Science Standards require students to understand and produce academic language that appears in informational text. Vocabulary is a critical domain of academic language, but English language learners (ELLs) come to the English Language Arts classroom with more limited English vocabulary than their English-proficient peers. This study compared 2 methods of vocabulary instruction: extended vocabulary instruction and embedded vocabulary instruction. Teachers implemented both approaches in the context of interactive shared reading, in which teachers and students read and discussed informational text. A total of 30 teachers in 18 schools and 509 third- and fourth-grade Spanish-speaking ELLs in a large, high-poverty district in the southwestern United States participated. Findings indicate that although extended instruction was the more effective approach, embedded instruction also helped ELLs acquire general academic and domain-specific vocabulary--an important finding, given that embedded instruction requires considerably less instructional time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01