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Mikyung Kim Wolf; Saerhim Oh – Language Learning & Technology, 2024
With the increased rigor of academic standards, high expectations of academic writing skills have been imposed on students in U.S. K-12 schools. For English learner (EL) students who cope with the dual challenges of learning rigorous subject matters and developing their English language proficiency simultaneously, extra support and effective…
Descriptors: Middle School Students, English Language Learners, Feedback (Response), Academic Language
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Deng, Qizhen; Trainin, Guy – Reading Psychology, 2023
English language learners (ELLs) lack academic vocabulary knowledge, an essential component that explains much of the persistent achievement gap between students who start schools as ELLs and their monolingual peers. This single-subject experimental design study addressed this issue by focusing on self-regulated vocabulary learning that helps ELLs…
Descriptors: Metacognition, English Language Learners, Vocabulary Development, Academic Language
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Meskill, Carla; Nilsen, Jennifer; Oliveira, Alan – AERA Open, 2019
The challenges inherent in mastering academic content in a new language are many. When it comes to learning science in U.S. high schools, English learners (ELs) confront these on a daily basis. In an effort to document expert language/content instructional strategies, we analyze Mrs. B's sheltered high school biology class, made up of ELs from…
Descriptors: High School Students, English Language Learners, Secondary School Science, Science Education
Indiana Department of Education, 2024
Providing foundational academic support to Indiana's culturally and linguistically diverse students is a cornerstone of the state's educational goals. Over 140,000 Indiana students speak a language other than English at home, and there are over 295 different languages represented in Indiana schools. Of these, over 93,000 students have been…
Descriptors: English Language Learners, English (Second Language), Second Language Learning, Second Language Instruction
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Danzak, Robin L. – Journal for the Education of the Gifted, 2020
Bilingual students are underrepresented in gifted and talented (GT) programs, and language/literacy research on these students is scarce. This study examined academic language in expository writing of 65 GT students, including 32 bilinguals, in Grades 4-8. Outcomes at the word, phrase, sentence, and text levels were compared for bilinguals' versus…
Descriptors: Bilingualism, Gifted, Talent, Academic Language
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Jozwik, Sara L.; Cuenca-Carlino, Yojanna; Mustian, April L.; Douglas, Karen H. – Preventing School Failure, 2019
Simultaneous development of academic language and reading comprehension is critical for emerging bilingual students' academic success. With a focus on reading comprehension, this study extends the research on self-regulated strategy development (SRSD) to include emerging bilingual students with learning disabilities. Through a multiple probe…
Descriptors: Learning Strategies, Bilingualism, Academic Language, Reading Comprehension
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Jozwik, Sara L.; Freeman-Green, Shaqwana; Kaczorowski, Tara L.; Douglas, Karen H. – Reading & Writing Quarterly, 2021
In this study, researchers evaluated the effects of peer-assisted multimedia vocabulary instruction, which was designed to address the goal of building knowledge of discipline-specific definitions of language arts terminology for six ninth-grade English Language Learners (ELLs) with or at-risk for learning disabilities. To evaluate the effects of…
Descriptors: Peer Teaching, Vocabulary Development, Intervention, English Language Learners
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Wolf, Rebecca; Latham, Gavin; Armstrong, Clayton; Ross, Steven; Laurenzano, Mary; Daniels, Cecilia; Eisinger, Jane; Reilly, Joseph – Grantee Submission, 2018
The English Language and Literacy Acquisition--Validation (ELLA-V) study was a five-year evaluation of a program that provided professional development, coaching, and curricula that targeted English-as-a-second-language (ESL) instruction for teachers of K-3 English learners (ELs). ELLA-V was implemented in 10 school districts in Texas in the…
Descriptors: Literacy, English (Second Language), Second Language Learning, Program Evaluation
Wolf, Rebecca; Latham, Gavin; Armstrong, Clayton; Ross, Steven; Laurenzano, Mary; Daniels, Cecilia; Eisinger, Jane; Reilly, Joseph – Center for Research and Reform in Education, 2018
The English Language and Literacy Acquisition--Validation (ELLA-V) study was a five-year evaluation of a program that provided professional development, coaching, and curricula that targeted English-as-a-second-language (ESL) instruction for teachers of K-3 English learners (ELs). The project was federally funded by a grant from the U.S.…
Descriptors: Literacy, English (Second Language), Second Language Learning, Program Evaluation