Implementation of Research-Based ESL Strategies with Lower Grade Middle School ELLs in the Science Classroom: Findings from an Experimental Study

Autor/inn/en	Irby, Beverly J.; Lara-Alecio, Rafael; Tong, Fuhui; Guerrero, Cindy; Sutton-Jones, Kara L.; Abdelrahman, Nahed
Titel	Implementation of Research-Based ESL Strategies with Lower Grade Middle School ELLs in the Science Classroom: Findings from an Experimental Study
Quelle	In: TESL-EJ, 22 (2018) 1, (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	English Language Learners; English (Second Language); Teaching Methods; Teacher Competencies; Grade 6; Science Teachers; Language Usage; Observation; Faculty Development; Control Groups; Experimental Groups; Comparative Analysis; Middle School Students; Middle School Teachers; Science Instruction; Hands on Science; Cooperative Learning; Questioning Techniques; Scaffolding (Teaching Technique); Technology Integration; Educational Technology; Longitudinal Studies; Urban Schools; Randomized Controlled Trials; Texas + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; School year 06; 6. Schuljahr; Schuljahr 06; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sprachgebrauch; Beobachtung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kooperatives Lernen; Befragungstechnik; Fragetechnik; Unterrichtsmedien; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	English language learners (ELLs) benefit when their teachers utilize a wide range of English as a Second Language (ESL) instructional strategies. However, content-area teachers often are unfamiliar with these ESL strategies as they have not received extensive professional development on meeting the needs of ELLs, especially within the context in their content area. In the current study, we explored the instructional differences between sixth-grade science teachers in their use of specific ESL strategies through the use of an observation protocol. Treatment teachers received ongoing, in-depth professional learning on working with ELLs and using ESL strategies. Our research question was: Is there a significant difference between treatment and control classrooms on teachers' implementation of ESL strategies? A total of 1,380 rounds of observation were completed in both treatment and control classrooms during science instruction, with an average of 54.5 minutes per teacher. Chi-square tests were conducted comparing treatment and control teachers' instruction. The results underscored the difference between treatment and control teachers in utilizing some of the specific ESL instructional strategies to enhance their students' science and literacy growth. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01