Hoody Maggie, Yowler Joanna Yang, Link-Valenstein Michele, Banti Anna, Eilen Krystle, Saenz Andrea, Saari Heidi, Pierret Chris
Gold Master Collaborative, InSciEd Out.
Mayo Clinic.
J Teach Action Res. 2019;5(3):18-37.
As the population of K-12 English language learners (ELLs) grows, teachers are challenged to employ strategies that efficiently promote content-learning and language-learning. This paper reports an action research project investigating the effects of three consecutive instructional interventions on student language production at a suburban elementary school. Teachers identified a problem of practice, consulted scholarship for intervention design, and conducted collaborative action research in science, mathematics, and social studies classes. Participants included grades 2-4 ELL and non-ELL students. Data was collected using a modified version of Soto's ELL Shadowing Protocol Form (2012), monitoring frequency of student-speaking, teacher-speaking, student-listening, and on- and off-task behavior. Quantitative analyses found that utilization of message abundancy, 'tasks that require talk,' and stretched language positively impacted student language production and on-task behavior. Statistically significant differences were found in mathematics language production for both ELL (Intervention 1 to 2 =0.0028; Overall =0.0023) and non-ELL students (Intervention 1 to 2 <0.0001) and in task-oriented behavior in science and social studies for non-ELL students (Baseline to Intervention 1 and Overall <0.0001). Differences between ELL and non-ELL students for both language production and on-task behavior narrowed with time, suggesting that the interventions employed equalized student behaviors.
随着从幼儿园到12年级的英语学习者（ELLs）数量的增加，教师面临着采用有效促进内容学习和语言学习策略的挑战。本文报告了一项行动研究项目，该项目调查了在一所郊区小学连续进行的三项教学干预对学生语言产出的影响。教师们确定了一个实践问题，参考学术研究进行干预设计，并在科学、数学和社会研究课程中开展了合作行动研究。参与者包括二至四年级的ELL学生和非ELL学生。数据收集采用了索托（Soto）的ELL跟读协议表（2012年）的修改版，监测学生说话、教师说话、学生倾听以及任务相关和非任务相关行为的频率。定量分析发现，使用丰富的信息、“需要交流的任务”和拓展性语言对学生的语言产出和任务相关行为产生了积极影响。在数学语言产出方面，ELL学生（干预1至2 = 0.0028；总体 = 0.0023）和非ELL学生（干预1至2 < 0.0001）均存在统计学上的显著差异，在科学和社会研究中，非ELL学生的任务导向行为也存在显著差异（基线至干预1以及总体 < 0.0001）。随着时间的推移，ELL学生和非ELL学生在语言产出和任务相关行为方面的差异逐渐缩小，这表明所采用的干预措施使学生行为趋于均衡。
