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A Multi-Modal Intervention for English Language Learners: Preliminary Results
- Education and Treatment of Children
- West Virginia University Press
- Volume 40, Number 2, May 2017
- pp. 209-232
- 10.1353/etc.2017.0010
- Article
- Additional Information
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Abstract:
Finding culturally responsive practices that are engaging for students is even more important with the ever-increasing population of English Language Learners (ELLs) in the United States. The challenges of a language barrier can contribute to low achievement and high dropout rates. This 16-week study examined the effects of authoring and sharing dual-language identity texts on the narrative skills of 3 Spanish-speaking ELLs who were in the third grade. Specifically, we examined discourse length and lexical diversity. In this culturally responsive intervention, students authored and read dual-language identity texts. Language samples were elicited in the form of story generations prompted by randomly selected photographs. Results of the study indicate that 2 of the 3 participants made notable gains in vocabulary and narrative skill performance. Implications for practice and future research are discussed.