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• W3144834355 abstract "Because of current federal and state educational policies, oral language development is an often overlooked aspect of language and literacy use and development of English Learning (EL) students in K-12 schools in the United States. This article describes a study in which a researcher used an ecobehavioral approach to investigate the conditional probability that young adolescent EL students would produce language in content area classes as they engaged in four different instructional grouping configurations: whole class, small group, one-to-one, and individual instruction. Significant differences emerged between instructional grouping configurations in terms of EL student production of oral academic language. Overall, there was a significant probability that academic talk would not occur during whole class and individualized instruction and a significant probability that academic talk would occur during small group and one to one instruction. Reading aloud was not likely to occur during whole class, small group, and individualized instruction. However, it was significantly likely to occur during individualized instruction. Although further investigation is warranted across multiple contexts, these data suggest that EL students may engage in more academic language production if they are paired with other students during classroom instruction. English learning (EL) students in K-12 schools face the challenge of not only having to learn English as a second language, but also using their developing language as a tool for learning (Cummins, 2001). Second language acquisition researchers have demonstrated a strong relationship between academic oral language production, second language acquisition, and academic development. When EL students have opportunities to converse extensively in English with more proficient EL students and native English speakers, their vocabulary tends to improve (Ellis, 1994; Fuente, 2002; Gass & Alvarez-Torres, 2005), they develop more native-like grammar and syntax (Polio & Gass, 1998; Storch, 2008; Swain & Lapkin, 1998, Watanabe & Swain, 2007), and their reading comprehension increases (Early & Marshall, 2008; Echevarria, 1996; Saunders & Goldenberg, 1999). Other researchers have established a strong link between classroom academic language use and language and academic development. Villar (1999) explored the role of instructional conversations. He found that instructional conversations supported students in making critical schematic connections and promoted English language acquisition. Additionally, Barwell (2005) found that EL who collaborated with partners to write and solve mathematic word problems negotiated a stronger meaning about the mathematical concepts and acquired mathematical language in English. Finally, Early and Marshall (2008) found that hands-on project-based learning with an emphasis on student collaboration resulted in increased reading comprehension with deep student conceptual development. Academic language production in the classroom appears to be a key that has the potential to help to close the achievement gap between native English speaking and EL students (Cummins, 1996, 2001)." @default.
• W3144834355 created "2021-04-13" @default.
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• W3144834355 date "2011-01-01" @default.
• W3144834355 modified "2023-09-28" @default.
• W3144834355 title "English Learner Oral Language Production in Middle School Academic Classes" @default.
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