Reading the world in Spanglish: Hybrid language practices and ideological contestation in a sixth-grade English language arts classroom

2013 ◽  
Vol 24 (3) ◽  
pp. 276-288 ◽  
Author(s):  
Ramón Antonio Martínez
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Sixth Grade ◽  
Language Practices ◽  
The World ◽  
Hybrid Language

scholarly journals Systematic CHAAOS: Teaching Vocabulary in English/Language Arts Special Education Classes in Middle School

2020 ◽  
pp. 002221942092283
Author(s):  
Rollanda E. O’Connor ◽  
Victoria M. Sanchez ◽  
Brian T. Jones ◽  
Luisana Suchlit ◽  
Valencia Youkhanna ◽  
...  
Keyword(s):  
Middle School ◽  
Special Education ◽  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Sixth Grade ◽  
Seventh Grade ◽  
Sixth Grade Students ◽  
Standardized Measure ◽  
Better Than

In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the current study, we report the second year results, as the sixth grade students entered seventh grade. Students ( n = 42) in treatment classes again learned 48 new vocabulary words significantly better than similar students in BAU ( n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age-appropriate words ( p < .001) and on a standardized measure of vocabulary ( p = .04).

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