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Enhancing English Language Learning: Cross-State Alignment Analysis and Pedagogy Evaluation

This research explores the opportunities for English language learners to acquire subject content as per state academic standards and assessments. It examines the relationship between academic English language development standards, instructional practices, and the alignment to standards affecting English language learner students' academic achievement. Results show varying impacts across subject areas. The depth, breadth, and cognitive demand of instruction, teacher expectations, and pedagogical practices in ELAR and mathematics are analyzed in relation to the percentage of English language learners in classrooms. The study also investigates instructional practices and strategies implemented by ESL teachers to enhance academic English language skills across various subject areas. Insights into alignment analysis, pedagogy evaluation, and the correlation of English language development standards with state academic standards are provided.

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Enhancing English Language Learning: Cross-State Alignment Analysis and Pedagogy Evaluation

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  1. SEC – ELL Cross-state Results The Cross-state Research Questions 1. To what extent do English language learners have opportunity to learn the subject content specified in state academic standards and assessed on state assessments? 2. What is the relationship of academic English language development standards and assessments to state academic standards? 3. What instructional practices and strategies are used to teach academic English language skills across different subject areas or courses? 4. What is the relationship between alignment of instruction to standards and improved academic achievement of English language learner students?

  2. To what extent do English language learners have opportunity to learn the subject content specified in state academic standards and assessed on state assessments? Alignment Analysis Results • In mathematics, alignment to state standards and assessments, whether academic or language proficiency, is not associated with the number of ELL’s in the classroom. • In English, language arts and reading however, alignment to the state ELAR assessment goes down as the percentage of ELL’s in the classroom increases (r= -0.30). Curiously, the same holds true (though to a lesser extent, r= -0.12) with regard to the state ELP standards. Alignment to the state academic standard or ELP assessment however does not appear to be associated with the percentage of ELL’s in the classroom.

  3. To what extent do English language learners have opportunity to learn the subject content specified in state academic standards and assessed on state assessments? Depth, Breadth & Cognitive Demand • The depth and breadth of instruction, whether in ELAR or math, does not appear to be associated with the percentage of ELL’s in the classroom. • In both mathematics and ELAR, teacher expectations for student performance in the area of evaluating/making connections (cgdF) goes down as the percentage of ELL’s in the classroom goes up. • ELAR: Performance Expectation F r= -0.19 • Math: Performance Expectation F r= -0.16 • In addition, for ELAR, cgdE (analyze information) goes down as the percentage of ELL’s in the classroom increases (r = -0.13).

  4. To what extent do English language learners have opportunity to learn the subject content specified in state academic standards and assessed on state assessments? In mathematics no clear pattern of instructional practices appears to be associated with the percentage of ELL’s in the classroom. Pedagogy ELAR >>

  5. What instructional practices and strategies are used to teach academic English language skills across different subject areas or courses?

  6. What instructional practices and strategies are used to teach academic English language skills across different subject areas or courses? Instructional practices reported by ESL Teachers

  7. What instructional practices and strategies are used to teach academic English language skills across different subject areas or courses? AI: 0.14 Iowa ESL Teacher Gr.3-5 Reports (n=22) Contour Interval = 1%

  8. What instructional practices and strategies are used to teach academic English language skills across different subject areas or courses? AI: 0.25 Iowa ESL Teacher Gr.3-5 Reports (n=22) Contour Interval = 1%

  9. What is the relationship of academic English language development standards and assessments to state academic standards?

  10. What is the relationship of academic English language development standards and assessments to state academic standards? AI: 0.36 Contour Interval = 1%

  11. What is the relationship of academic English language development standards and assessments to state academic standards?

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