What Is the Optimal Length of an ELL Program?

Autor/inn/en	Hong, Guanglei; Gagne, Joshua; West, Andrew
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	What Is the Optimal Length of an ELL Program?
Quelle	(2014), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Length; English Language Learners; English (Second Language); Second Language Learning; Mathematics Tests; Bilingual Education Programs; Spanish Speaking; Mathematics Achievement; Academic Support Services; Teaching Methods; Language Proficiency; Scores; Elementary School Students; Mathematics Instruction; Resource Allocation; Longitudinal Studies; Mathematical Models; Surveys; Children; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Mathematics lessons; Mathematikunterricht; Ressourcenallokation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematical model; Mathematisches Modell; Survey; Umfrage; Befragung; Child; Kind; Kinder
Abstract	This study focuses on assessing the contribution of ELL services to Spanish-speaking students' mathematics learning in elementary schools. ELL students tend to have lower average math achievement at school entry and throughout elementary school. The term "ELL services" encompasses English-as-a-second-language (ESL) programs, bilingual education programs, and other types of specialized programs for ELL students. Such students are entitled to support in the classroom until they achieve the level of English proficiency needed for full participation. Data were collected using outcome measures from math direct assessment scores. The assessment was administered in English if a student was proficient in English and was administered in Spanish if the student was proficient in Spanish but not in English. Study results indicate four or more years of ELL services on average are necessary to enable Spanish-speaking elementary students to become proficient in academic English essential for math learning. Yet a one-size-for-all recipe is practically naïve and often wasteful. Identifying the optimal length of ELL services for subpopulations of students therefore has immediate implications for ELL resource allocation. Tables and figures are appended. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01