closing the literacy gap for ells which model is most effective?

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

.903rxy

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

.710rxy

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

.698rxy

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

Francisco. ERIC Document Reproduction Service No. ED467063. Rossell, C. & Baker, K. (1996). The educational effectiveness of bilingual education [Electronic Version]. Research in the Teaching of English, 30(1),

7-74. Slavin, E., & Cheung, A. (2005). A synthesis of research on language of reading instruction for English language learners. Review of Educational

Research, 75(2). Summer, 247-284. doi: 10.3102/00346543075002247. Tong, V., Lara-Alecio, R., Irby, B., Mathes, P., & Kwok, O. M. (2008). Accelerating early academia oral English development in transitional bilingual

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.