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 = 1

B = 2

C = 3

D= 4

E= 5

F = 6

G = 7

H = 8

I = 9

J = 10

K = 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

0

1

2

3

4

5

6

7

8

9

10

0 5 10 15

Spanish Reading Level ( F & P)

English Reading Level (F & P)

Series1

Linear (Series1)

Eng. Average Sp. Average7.57142857 8.71428571

G/H H/I

Group 2: Spanish/English CorrelationA = 1

B = 2

C = 3

D= 4

E= 5

F = 6

G = 7

H = 8

I = 9

J = 10

K = 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

0

1

2

3

4

5

6

7

8

9

10

8.5 9 9.5 10 10.5

Spanish Reading Level (F & P)

English Reading Level (F &

P)Series1

Linear (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 % at

Level 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

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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.

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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-

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References (2)

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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.

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