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Using Choral Reading and Cooperative Groups to Promote Language Learning for ELL Students

Using Choral Reading and Cooperative Groups to Promote Language Learning for ELL Students. Ed. 702.22 Seminar in Applied Theory and Research I Susan Chan. Table of Contents. Abstract Introduction Statement of the Problem Statement of the Hypotheses

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Using Choral Reading and Cooperative Groups to Promote Language Learning for ELL Students

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  1. Using Choral Reading and Cooperative Groups to Promote Language Learning for ELL Students Ed. 702.22 Seminar in Applied Theory and Research I Susan Chan

  2. Table of Contents Abstract Introduction • Statement of the Problem • Statement of the Hypotheses • Review of Literature and Related Literature Method • Participants • Instruments

  3. Statement of the Problem • Educators in mainstream classrooms often lack professional training to teach students who come from different linguistic, cultural, and educational backgrounds. Many educators find ELLs remain unengaged or participate less than their English-fluent peers, which may result in lower achievement.

  4. Statement of the Hypothesis HR1:Over a six-week period, integrating choral reading with basic literacy skill instruction will result in an increase in the engagement and comprehension of six first-grade English-language learners (ELLs) of P.S. X, from N.Y.C.

  5. Review of Related Literature • Performance Gap between ELL and non-ELL • Background about ELL population/ misplacement • Teacher Preparation: Educators Not adequately prepared

  6. Review of Literature Instructional Strategies Informal-authentic Assessment Measures - Performance-based assessment - Oral performance assessments - Portfolio Assessment

  7. Benefits of Choral Reading with Language Acquisition Low-anxiety environment (Confidence) *Social Emotional Interaction and Culturally Appropriate context* - O’Malley & Chamot (1996)- Social-cognitive theory of motivation - Bandura (1993) - Social learning theory (Self-efficacy) - Schumann (1994) - Acculturation Model

  8. Benefits of Choral Reading with Language Acquisition Repeated Practice - Chomsky (1976): Improve reading rate and prosodic reading - LaBerge and Samuels’s (1976): Theory of automatic information processing - Krashen (1982): “Repetition is especially necessary for second language learners to acquire their new language

  9. Benefits of Choral Reading with Language Acquisition Comprehensible Input - Krashen (1982): “The speaker casts a net of structure around current level” - Vygotsky (1978): Notion of a zone proximal development (Dynamic Assessment) Drama - Savignon (1983):“Drama is a natural component of ESL Learning”. - Vygotsky (1978):Relationship of drama and literacy

  10. Method Participants • Total of six 1st graders • One classroom- 3 native Arabic speakers & 3 native Spanish speakers • Lower socio-economic class • Public elementary school located in Brooklyn, N.Y.

  11. Instruments Parent Surveys and Questionnaires: English, Spanish and Arabic • Parent Involvement- Rating Scale e.g. - Read to child - Encourage child to do well in school 2. Demographics (Part 1) e.g. - What language(s) are spoken in your household? 3. Demographics (Part 2) e.g. - Employment status - Level of education

  12. Instruments Student Surveys and Questionnaires 1.Reading Attitude e.g.- How do you feel when you read a book in school during free time? 2. Writing Attitude e.g. - How do you feel about writing in school? Principal Content Form

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  14. Evans, S. L. & Hite, E. C. (2006). Mainstreaming first-grade teachers’ understanding of strategies for accommodating the needs of English language learners. Teacher Education Quarterly, 89-110. Retrieved October 5, 2009 from EBSCO database. Ferguson, S. & Poore, M. (2008). Methodological variables in choral reading. Clinical Linguistic & Phonetics, 22(1), 132 doi:10.1080/02699200701601971. Retrieved September 29, 2009. Fernsten, L. (2008). Writer identity and esl learners. Journal of Adolescent &Adult Literacy, 52(1), 44-52. Retrieved November 2, 2009, from ERIC database. (EJ817086). Figueredo, L. (2006). Using the known to chart the unknown: a review of first-guage influence on the development of English-as-a-second- language spelling skill. Reading and Writing: An Interdisciplinary Journal, 19(8), 873-905. Retrieved November 2, 2009, from ERIC database. (EJ748752). Flores, B. & Verdugo, R. (2007). English-language learners: key issues. Education and Urban Society. Retrieved October 28, 2009, from ERIC database. (EJ749496). Ghere, G., Sommerness, J. & York-Barr, J. (2007). Collaborative teaching to increase ell student learning: a three-year urban elementary case study. Journal of Education for Students Placed at Risk. Retrieved October 29, 2009, from ERIC database. (EJ780679). Harper, C. & Jong, E. (2004). Misconceptions about teaching English-language learners. Journal of Adolescent & Adult Literacy, 48(2), 152. Retrieved September 30, 2009, from JSTOR database.

  15. Jongejan,W., Siegel, L. & Verhoeven, L. (2007). Predicators of reading and spelling abilities in first- and second-language learners. Journal of Educational Psychology. Retrieved November 4, 2009, from ERIC database. (EJ781287). Kim, Y. (2008). The effects of integrated language-based instruction in elementary esl learning. Modern Language Journal. Retrieved October 23,2009, from ERIC database. (EJ808311). Leu, S. (1997, March). The dilemmas of english as second language children learning to read in an all-english mainstream classroom. American Educational Research Association. Retrieved October 8, 2009 from ERIC database. (EJ483736). Li, X. & Zhang, M. (2004). Why mei still cannot read and what can be done. Journal of Adolescent and Adult Literacy, 48(2), 92-101. Retrieved November 8, 2009, from ERIC database. (EJ684276). Lipka, O. & Siegel, S. (2007). The development of reading skills in children with English as a second language. Scientific Studies of Reading, 11(2), 105-131. Retrieved November 10, 2009, from ERIC database. (EJ772404). McCauley, D. & McCauley, J. (1992). Using choral reading to promote language learning for ESL students. The Reading Teacher, 45(7) 526-533. Retrieved October 21, 2009, from JSTOR database.

  16. Mohr, E. & Mohr, K. (2007). Extending english-language learners’ classroom interactions using the response protocol. The Reading Teacher, 60(5), 440-450. Retrieved September 28, 2009, from JSTOR database. Spinelli, C. (2008). Addressing the issue of cultural and linguistic diversity and assessment: informal evaluation measures for English language learners. Reading & Writing Quarterly. Retrieved October 29, 2009, from ERIC database. (EJ781942). Tellez, K. & Waxman, H. (2002). Research synthesis on effective teaching practices for english language learners. Publication Series. Retrieved September 24, 2009, from ERIC database. (EJ839028). Toohey, K. (2007). Are the lights coming on? how can we tell? English language learners and literacy assessment. Canadian Modern Language Review. Retrieved October 28, 2009, from ERIC database. (EJ790393).

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