Reducing Academic Inequalities for English Language Learners: Variation in Experimental Effects of Word Generation in High-Poverty Schools

Autor/inn/en	Kim, Ha Yeon; Hsin, Lisa B.; Snow, Catherine E.
Titel	Reducing Academic Inequalities for English Language Learners: Variation in Experimental Effects of Word Generation in High-Poverty Schools
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 7, S.1024-1042 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Ha Yeon) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1535574
Schlagwörter	Equal Education; English Language Learners; Poverty; Program Effectiveness; Language Skills; Literacy; Vocabulary Development; Perspective Taking; Social Development; Academic Language; Reading Comprehension; Discussion (Teaching Technique); Elementary School Students; Middle School Students; Grade 4; Grade 5; Grade 6; Grade 7; Minority Group Students; Low Income Students + Suchen Sie Ihr Suchwort? Armut; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Wortschatzarbeit; Zukunftsperspektive; Soziale Entwicklung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Leseverstehen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	Most U.S. classrooms serve students with various linguistic and academic needs. Tier-I universal approaches support English language learners (ELLs) without segregating them into a different track and thereby constraining future learning opportunities. The current study examines whether Word Generation (WG), a Tier-I discussion-based program designed to build academic literacy and linguistic practices, provides differential gains for non-ELL and ELL students in vocabulary, social perspective-taking skills, academic language, and reading comprehension. We found that WG had positive impacts for both non-ELL and ELL students on taught academic vocabulary and social perspective positioning skills. Furthermore, WG had additional positive effects for ELLs in social perspective articulation and academic language in the second year of implementation. These results provide evidence that WG supports those linguistic and sociocognitive skills that precede development of deep reading comprehension for ELLs as well as non-ELLs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01