SCHOOL AND TEACHER PREDICTORS OF SCIENCE INSTRUCTION PRACTICES WITH ENGLISH LANGUAGE LEARNERS IN URBAN ELEMENTARY SCHOOLS

2009 ◽  
Vol 15 (2) ◽  
pp. 93-118 ◽  
Author(s):  
Jaime Maerten-Rivera ◽  
Randall Penfield ◽  
Nicholas Myers ◽  
Okhee Lee ◽  
Cory A. Buxton
Keyword(s):  
English Language Learners ◽  
Elementary Schools ◽  
Language Learners ◽  
English Language ◽  
Science Instruction ◽  
Urban Elementary Schools

Science Writing Achievement Among English Language Learners: Results of Three-Year Intervention in Urban Elementary Schools

2009 ◽  
Vol 32 (2) ◽  
pp. 153-167 ◽  
Author(s):  
Okhee Lee ◽  
Margarette Mahotiere ◽  
Alejandra Salinas ◽  
Randall D. Penfield ◽  
Jaime Maerten-Rivera
Keyword(s):  
English Language Learners ◽  
Elementary Schools ◽  
Language Learners ◽  
English Language ◽  
Science Writing ◽  
Writing Achievement ◽  
Urban Elementary Schools

scholarly journals Is Inquiry Science Instruction Effective for English Language Learners? A Meta-Analytic Review

AERA Open ◽  
2018 ◽  
Vol 4 (2) ◽  
pp. 233285841876740 ◽  
Author(s):  
Gabriel Estrella ◽  
Jacky Au ◽  
Susanne M. Jaeggi ◽  
Penelope Collins
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
Science Achievement ◽  
English Language ◽  
Meta Analysis ◽  
Science Instruction ◽  
Inquiry Instruction ◽  
Differential Learning ◽  
Analytic Review

Despite being among the fastest growing segments of the student population, English Language Learners (ELLs) have yet to attain the same academic success as their English-proficient peers, particularly in science. In an effort to support the pedagogical needs of this group, educators have been urged to adopt inquiry approaches to science instruction. Whereas inquiry instruction has been shown to improve science outcomes for non-ELLs, systematic evidence in support of its effectiveness with ELLs has yet to be established. The current meta-analysis summarizes the effect of inquiry instruction on the science achievement of ELLs in elementary school. Although an analysis of 26 articles confirmed that inquiry instruction produced significantly greater impacts on measures of science achievement for ELLs compared to direct instruction, there was still a differential learning effect suggesting greater efficacy for non-ELLs compared to ELLs. Contextual factors that moderate these effects are identified and discussed.

scholarly journals Thainess-based English lessons: Reshaping grassroots English education

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Budsaba Kanoksilapatham
Keyword(s):  
English Language Learners ◽  
Elementary Schools ◽  
Language Learners ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
English Language Education ◽  
Northern Thailand ◽  
Positive Effects ◽  
The North

In Thailand, the question of how to improve the abilities of English language learners without affecting their Thai identity has arisen. This article reports a study that demonstrates that a series of specifically northern Thainess-based instructions for Grade 4 pupils in northern Thailand could not only teach the pupils about their northern Thainess, but also improve their English vocabulary. A set of northern Thainess-based English lessons as well as the corresponding Thainess and English vocabulary pretests and posttests were designed for use in four elementary schools in the north of Thailand. The pretest and posttest scores on both aspects showed that both the pupils’ appreciation of Thainess and their knowledge of English vocabulary considerably improved. The result suggests the positive effects of this system of learning.  From a pedagogical viewpoint, it seems that the use of such materials may well be used to improve and reshape English language education throughout the country.

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