closing the literacy gap for ells which model is most effective?
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Closing the Literacy Gap for ELLs Which model is most effective?. Ashley Martin ED 702.22 Spring 2011 Final Presentation. ¡Hola! Hello!. TABLE OF CONTENTS . Statement of Problem - 3 Review of Literature - 4 Statement of Hypothesis - 5 Participants/Instruments - 6 - PowerPoint PPT PresentationTRANSCRIPT
Closing the Literacy Gap for ELLs
Which model is most effective?
Ashley MartinED 702.22 Spring 2011
Final Presentation
¡Hola! Hello!
TABLE OF CONTENTS
Statement of Problem - 3 Review of Literature - 4 Statement of Hypothesis - 5 Participants/Instruments - 6 Experimental Design/Threats to Validity - 7 Procedure - 8 Results - 9-13 Discussion/Implications - 14 References - 15
To instruct first-grade ELLs at PSX, the school has implemented a side-by-side dual-language setting that separates L1 and L2 literacy development by classroom. For Spanish-speaking students (L1), English proficiency (L2) is below expected levels according to ECLAS-2 results and Fountas & Pinnell reading levels.
Statement of Problem
Research confirms significance of native language maintenance as predictor of future L2 proficiency as well as a powerful tool to assist in the transfer of literacy knowledge from one language to the next.
(Carlo et al., 2004; Culatta, Reese & Setzer, 2006; Lee & Schallert, 1997; Potowski, 2004; Quesada, 2007; Vaughn et al., 2006).
Research confirms English-only immersion models as most effective.– (Garcia, E., 2007; Helmsley, Holm & Dodd, 2006; Leung et al.,
2010; Rossell & Baker, 1996; Winsler et al., 2006)States with recent policy changes: California, Arizona, Georgia,
and Massachusetts.
The Great DebateNative Language Maintenance or English Immersion
HR¹: Use of bilingual small-group literacy instruction in English Classroom over an eight-week period will increase L2 proficiency of Spanish-speaking ELLs in the dual-language program (Fountas & Pinnell)
HR²: Bilingual small-group literacy instruction in English Classroom A will yield a greater literacy improvement for students compared to those instructed in English Classroom B.
Statement of Hypothesis
Participants - 14 students from P.S. X in Brooklyn, all with L1 Spanish and L2 English in a Dual Language Program
Pre and Post Tests– Fountas & Pinnell Benchmark Assessment System (K-2)
Level G Nonfiction - “Bubbles” By Christina Rodriguez
Student Surveys– Self-Attitudes, Behaviors, Likes and Dislikes
Parent Surveys– Demographics, Attitudes, Duration
Participants and Instruments
Honduras Dominican Rep.
MexicoEl Salvador Guatemala
RESEARCH DESIGN and THREATS TO VALIDITY
Research Design: Quasi-Experimental Design – Nonequivalent Control Group Design– Symbolic Design: O X1 O
O X2 O Threats to Internal Validity Threats to External Validity History Maturation Testing/ Pre-Test Sensitization Instrumentation Mortality Differential Selection of Subjects
o Ecological: Generalizable Conditionso Pre-test Treatment o Experimenter Effectso Specificity of Variableso Reactive Arrangements/ Participants Effects
o Compensatory Rivalryo Placebo Effect – Parent Surveys
Procedure
Pretest administrationSmall group literacy instruction
Bi-weekly/tri-weekly depending on existing dual language rotation calendar.
Group 1 TreatmentBilingual instruction using the following strategies:
Preview - View - ReviewCognate Analysis/Translation to clarifyWord Study Activities
Pretest/Posttest Results% Change Group 1 Group 2Reading 5.2% 3.6%Comp 22.9% 12.2%Vocab 11.6% -1.8%
Averages 90.9% 94.5%Minimum 81.3% 87.5%Maximum 96.5% 100.0%
Average 86.5% 91.7%Minimum 40.0% 56.5%Maximum 97.9% 100.0%
Group 1: Spanish/English Correlation
A = 1B = 2C = 3D= 4E= 5F = 6G = 7H = 8I = 9J = 10K = 11
Group 1 Spanish/English Comparison
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Student 1 10 9Student 2 10 8Student 3 10 9Student 4 7 7Student 5 9 7Student 6 6 5Student 7 9 8
Spanish Levels Influencing English Levels
0123456789
10
0 5 10 15Spanish Reading Level ( F & P)
English Reading Level (F & P)
Series1Linear (Series1)
Eng. Average Sp. Average7.57142857 8.71428571
G/H H/I
Group 2: Spanish/English CorrelationA = 1B = 2C = 3D= 4E= 5F = 6G = 7H = 8I = 9J = 10K = 11
Group 2 Spanish/English Comparison
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Student 1 10 9Student 2 9 8Student 3 10 8Student 4 9 7Student 5 9 7Student 6 9 7Student 7 9 8
Spanish Level Affecting English Level
0123456789
10
8.5 9 9.5 10 10.5Spanish Reading Level (F & P)
English Reading Level (F &
P)Series1Linear (Series1)
Eng. Average Sp. Average7.71428571 9.28571429
G/H I/J
6. I like to learn at school using my Spanish. Me gusta aprender en escuela usando mi español
1
J 2
L
Student and Parent Surveys
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4 It is important for my child to continue to speak Spanish while learning English. Es importante para mi hijo/a a continuar hablando español mientras esta aprendiendo ingles.
Strongly Disagree Disagree Agree Strongly Agree
1 2 3 4
• While no correlation could be found for either group,92.8% of all responses were favorable (3 or 4)
Data Dispersion / Grade Level Expectancies σ = 14.4 σ = 3.8
% at % atLevel Level
Level D 0 0% 0 0%Level E 1 14% 0 0%
First Grade Level F 0 0% 0 0%(Early Year) Level G 2 29% 3 43%
Level H 2 29% 3 43%Level I 2 29% 1 14%
Second Gradde Level J 0 0% 0 0
On Grade Level
9 57% 9 57%
Kindergarten
First grade (End of Year)
English Reading Levels Posttest/Group 1 Posttest/Group 2 Grade Level Equivalent
Students Students
Discussion / Implications
• L1 maintenance more successful than English immersion programs.
(Carlo et al., 2004; Culatta, Reese & Setzer, 2006; Lee & Schallert, 1997;
Potowski, 2004; Quesada, 2007; Vaughn et al., 2006). • Parent support of native language maintenance
• Polarized nature of debate and research suggests need for more research, especially in light of recent policy changes.
% Change Group 1 Group 2Reading 5.2% 3.6%Comp 22.9% 12.2%Vocab 11.6% -1.8%
Bilingual treatment L2 only
References
Carlo, M.S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D., . . . White, C. E. (2004). Closing the gap: Addressing the vocabulary needs of English language learners in bilingual and mainstream classrooms [Electronic Version]. Reading Research Quarterly, 39(2) 188-215.
Combs, M. C., Evans, C., Fletcher, T., Parra, E., & Jim�nez, A. (2005). Bilingualism for the children : Implementing a dual-language program in an English-only state. Educational Policy, 19, 701-727. doi: 10.1177/0895904805278063.
Culatta, B., Reese, M., & Setzer, L. (2006). Early literacy instruction in a dual-language (Spanish-English) kindergarten. Communication Disorders Quarterly, 27(2), 67-82. doi: 10.1177/1525740106027002051.
Cummins, J. (1983). Bilingualism and special education: Programs and pedagogical issues. Learning Disability Quarterly, 6(4), Autumn, 373-386.
Duran, L, Roseth, C. J., & Hoffman, P. (2010). An experimental study comparing English-only and transitional bilingual education on Spanish-speaking preschoolers’ early literacy development. Early Childhood Research Quarterly, 25(2), 207-217. doi: 10.1016/j.ecresq.2009.10.002.
Freeman, R. (2000). Contextual challenges to dual-language education: A case study of a developing middle school program [Electronic Version]. Anthropology & Education Quarterly, 31(2), 202-229.
Garcia, E. (2007). Education comes in diverse shapes and forms for U.S. bilinguals. In J, Noel, (Ed.), Multicultural Education, 2nd ed. 138-144. New York: McGraw Hill.
Garcia, O. (2008). Bilingual education in the 21st century. West Sussex, United Kingdom: Wiley-Blackwell. Garcia, O. (2005). Positioning heritage languages in the United States [Electronic Version]. The Modern Language Journal, 89(4), 601-
605. Helmsley, G., Holm, A., & Dodd, B. (2006). Diverse but not different: The lexical skills of two primary age bilingual groups in
comparison to monolingual peers. International Journal of Bilingualism,10(4). 453-476. doi: 10.1177/13670069060100040401. Holloway, L. (2000, October 17). Immersion promoted as alternative to bilingual instruction. The New York Times. Retrieved from
http://thenewyorktimes.com Hornberger, N. H. (1998). Language policy, language education, language rights: Indigenous, immigrant and international perspectives
[Electronic Version]. Language in Society, 27(4), 439-458. Johnson, D. C. (2010). The relationship between applied linguistic research and language policy for bilingual education [Electronic
Version]. Applied Linguistics, 31(1), 72-93.
References (2)
Lee, J., & Schallert, D. L. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: A test of the threshold hypothesis in an EFL context [Electronic version]. TESOL Quarterly, 31. 713-739.
Leung, C. B., Silverman, R., Nandakumar, R., Qian, X., & Hines, S. (2010). A comparison of difficulty levels of vocabulary in first grade basal readers for preschool dual language learners and monolingual English learners [Electronic Version]. American Education Research Journal. doi: 10.3102/0002831210382890.
Palmer, D. (2010). Race, power, and equity in a multiethnic urban elementary school with a dual-language “strand” program [Electronic Version]. Anthropology and Education Quaterly, 4(1), 94-114.
Potowski, K. (2004). Student Spanish use and investment in a dual language immersion classroom: Implications for second language acquisition and heritage language maintenance. The Modern Language Journal, 88(1), Spring, 75-101.
Quesada, P. (2007). A comparative study of the writing achievement of fourth grade English language learners in a dual-language bilingual program and a transitional bilingual program in the lower Rio Grande Valley (Texas) [Electronic Version]. Dissertation Abstracts International Section A: Humanities and Social Sciences, 68(4-A), 1310.
Ravitch, D. (1997, September 5). First teach them English. The New York Times. Retrieved from: http://www.nytimes.com Rossell, C. (2002). Dismantling bilingual education implementing English immersion: The California initiative. Public Policy Inst. of California, San
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7-74. Slavin, E., & Cheung, A. (2005). A synthesis of research on language of reading instruction for English language learners. Review of Educational
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and structure English immersion programs. American Educational Research Journal, 45(4), 1011-1044. doi: 10.3102/0002831208320790. Vaugh, S., Linan-Thompson, S., Mathes, P. G., Cirino, P. T., Carlson, C. D., Pollard-Durodola, S. D., . . . Francis, D. J. (2006). Effectiveness of
Spanish intervention for first-grade English language learners at risk for reading difficulties. Journal of Learning Disabilities, 39(1), 56-73. doi: 10.1177/00222194060390010601.
Winsler, A., Diaz, R., Espinoza, L., Rodriguez, J. (1999). When learning a second language does not mean losing the first: Bilingual language development in low-income, Spanish-speaking children attending bilingual preschool [Electronic version]. Child Development, 70(2). 349-362.