Effects of Implementing Classroom Instructional Models on English Language Learners' Cognitive and Affective Outcomes

Abstract The purpose of the present study was to examine alternative instructional strategies for improving the education of English language learners (ELLs). More specifically, the present study provides descriptive and comparative information on the use of different instructional approaches that were implemented by 17 bilingual teachers and their 325 Hispanic ELLs from five elementary schools located in a medium-sized metropolitan school district in the south central region of the United States. The three instructional approaches examined in the study were (a) ESL in the Content Areas (Chamot & O'Malley, 1986), (b) Effective Use of Time (EUOT) (Stallings, 1980, 1986), and (c) a combination approach including both ESL in the Content Areas and EUOT. The fourth group included in the study did not receive any training and functioned as the control group. The analysis of covariance results revealed that the EUOT group had significantly higher posttest scores on reading and language arts achievement than all ...

[1]  J. Michael O'Malley,et al.  A Cognitive Academic Language Learning Approach: An ESL Content-Based Curriculum. , 1986 .

[2]  Gary A. Cziko,et al.  The Evaluation of Bilingual Education , 1992 .

[3]  Jim Cummins,et al.  Empowering minority students: A framework for intervention. , 1986 .

[4]  Thomas D. Snyder,et al.  Digest of Education Statistics 1997 , 1988 .

[5]  H. Waxman.  Students at risk in at-risk schools : improving environments for learning , 1992 .

[6]  Joan Wink,et al.  Review of Joinfostering: Adapting Teaching Strategies for the Multilingual Classroom , 1994 .

[7]  Eugene E. Garcia,et al.  Attributes of Effective Schools for Language Minority Students , 1988 .

[8]  Eugene E. García.  Understanding and meeting the challenge of student cultural diversity , 1994 .

[9]  C. Carson.  Perspectives on Education in America. An Annotated Briefing. , 1993 .

[10]  U. Bronfenbrenner.  Beyond the Deficit Model in Child and Family Policy , 1979, Teachers College Record.

[11]  Gary Orfield,et al.  Hispanic Education: Challenges, Research, and Policies , 1986, American Journal of Education.

[12]  Charlene Rivera,et al.  Is It Real for All Kids? A Framework for Equitable Assessment Policies for English Language Learners , 1994 .

[13]  B. Fraser.  Assessment of learning environments , 1982 .

[14]  Barry J. Fraser,et al.  Assessment of Learning Environments: Manual for Learning Environment Inventory (LEI) and My Class Inventory (MCI). Third Version. , 1982 .

[15]  P. Shields,et al.  Reconceiving Academic Instruction for the Children of Poverty. , 1990 .

[16]  J. M. O'malley,et al.  The Cognitive Academic Language Learning Approach: A Bridge to the Mainstream , 1987 .

[17]  Phillip Kaufman,et al.  Dropout Rates in the United States: 1997. , 1990 .