An Alternative ESL/Dual-Language Approach: Narrowing Achievement Gaps for Newly-Arrived Hispanic Students?

Autor/inn/en	Cardoza, José A.; Brown, Kathleen M.
Titel	An Alternative ESL/Dual-Language Approach: Narrowing Achievement Gaps for Newly-Arrived Hispanic Students?
Quelle	In: Journal of Educational Leadership and Policy Studies, 3 (2019) 2, (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-2826
Schlagwörter	Hispanic Americans; English Language Learners; Grade 4; Grade 5; Language of Instruction; Elementary School Students; Spanish; English (Second Language); Mathematics Instruction; Urban Schools + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Teaching language; Unterrichtssprache; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Mathematics lessons; Mathematikunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This study investigated the extent to which Hispanic newcomer ELLs in grades 4 and 5, who received math instruction in Spanish, improved their math scores in district and state tests as compared to ELLs who received math instruction in English only. Descriptive and inferential statistics such as frequency distribution, variability, and ttests informed the analysis. Cummins' (1981) Common Underlying Proficiency Theory served as the conceptual framework. Results indicate that the treatment group exhibited higher gains (7%) than the comparison group (< 3%). Those interested in closing achievement gaps may consider adding dual-language alternatives to their ESL programs. (As Provided).
Anmerkungen	Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01