A Comparison of Integrated and Designated ELD Models on Second and Third Graders' Oral English Language Proficiency

Autor/inn/en	Edelman, Emily R.; Amirazizi, Samira A.; Feinberg, Daniel K.; Quirk, Matthew; Scheller, Jennifer; Pagán, Carlos R.; Persoon, Jamie
Titel	A Comparison of Integrated and Designated ELD Models on Second and Third Graders' Oral English Language Proficiency
Quelle	In: TESOL Journal, 13 (2022) 3, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Edelman, Emily R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.659
Schlagwörter	Teaching Methods; Grade 2; Grade 3; English (Second Language); Second Language Learning; Oral Language; Language Proficiency; English Language Learners; Elementary School Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz
Abstract	This article reports on a longitudinal, quasi-experimental comparison of two English language development (ELD) models implemented from kindergarten through Grade 3 to support oral English language development among Spanish-speaking English language learners (ELLs). Specifically, the study examined oral English language proficiency among students who received only integrated English language development (I-ELD; n = 39) and students who received I-ELD with 30 minutes of daily designated ELD (D-ELD) entailing four specific routines and strategies (n = 65). The study also compared oral proficiency with English-only speakers (EO) from the same school (n = 47). Oral language proficiency was measured by the IDEA Proficiency Test (IPT I-Oral; Ballard & Tighe, 2017). A repeated-measures analysis of variance (ANOVA) across Grades 2 and 3 indicated significant (p < 0.001; [eta][superscript 2] = 0.53) increases in oral proficiency for ELL students who received D-ELD. A follow-up analysis of covariance (ANCOVA) indicated significant positive effects (p < 0.001; [eta][superscript 2] = 0.19) of the D-ELD approach on ELL students' oral proficiency compared to only I-ELD in Grade 3. The ANCOVA also found no significant (p > 0.05) differences in oral proficiency between ELL students who received D-ELD and EO students in Grade 3, indicating similar oral English skills. The D-ELD model's instructional strategies and practical implications are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01