Addressing the challenges
of educating English language learners
in the middle grades

Research

Meeting an Educational Challenge

CREATE's focused program of research is designed to address the critical challenge of improving educational outcomes of English-language learners (ELLs) by

  • enhancing the empirical research base for readers in Grades 4–8,
  • using both narrative and expository text to develop and test effective interventions that promote content knowledge and language and literacy development,
  • investigating the features of instruction and text modifications that facilitate learning for ELLs (e.g., traditional instruction v. ESL-enhanced instruction, teacher-guided instruction v. group work, traditional text v. modified text), and
  • designing, testing, and delivering professional development that ensures that teachers implement effective classroom practices to help ELLs achieve high standards.

Back to top.

A Focused Program of Research

CREATE develops research-based interventions, tests them in tightly controlled experiments and randomized field trials with classroom teachers, and combines them into a comprehensive package, the effectiveness of which is tested in randomized experiments. The research focuses on the specific instructional practices that are proven effective in improving oral English proficiency, English literacy, and student achievement in the content areas (Social studies and science content is used.). The research also explores text modifications and grouping arrangements that enhance outcomes for middle-grade ELLs. More specifically, CREATE

  • develops and tests teacher-guided methods and peer collaborative group work to enhance oral language and literacy development as well as content knowledge;
  • compares the efficacy of enhanced versions of teacher-guided instruction and collaborative group work versus traditional methods of instruction;
  • tests the efficacy of modified social studies narrative and expository text in improving children’s knowledge, understanding, and ability to learn social studies content; and
  • tests and refines a model of professional development for teachers that is geared to improving the content knowledge of ELLs in middle school classrooms.

Back to top.

CREATE’s Current Intervention

In this project year, CREATE researchers are currently testing a multi-component system of interventions that they developed and tested in previous CREATE interventions.

The purpose of this study is to determine whether a school-wide model at the middle school level will yield improved outcomes for English language learners in content area knowledge and academic language development.

This intervention is being implemented for a second year, at the school district’s request.

Participants

The program targets 7th grade English language learners in the critical academic areas of social studies, science, English language arts, and math. Teachers are implementing the interventions in randomized controlled trials with ongoing researcher support in the form of modeling, coaching, conferencing, and professional development.

The Intervention

This study includes enhancements to instructional practices and literacy materials that have proven to be effective with English language learners:

  • Teacher guided methods to enhance vocabulary and comprehension in science (August)
  • Peer collaborative work to enhance social studies vocabulary and content comprehension (Vaughn and Thompson)
  • Enhanced vocabulary instruction focused on academic language in English language arts (Snow)
  • Integration of the SIOP Model for effective delivery of instruction that supports content knowledge learning and language and literacy development across all content areas (Short, Echevarria, and Richards-Tutor)
  • SIOP Model training and coaching for math teachers to infuse best practices for teaching English language learners.

Back to top.

Previous Studies

Several primary studies were conducted as part of CREATE’s focused program of research.


Project QuEST (Quality English and Science Teaching) investigated a systematic intervention model to concurrently develop science content and language and literacy skills in middle school ELLs.

Impact of the SIOP Model on Middle School Science and Language Learning investigated the impact of the SIOP Model--a research-based approach that integrates grade-level content with academic English language development--on student academic achievement in middle school science, a subject area with high language demands.

Adaptations of Peer-Assisted Learning for ELLs: Application to Middle School Social Studies Classes examined the efficacy of social studies instruction enhanced with specific instructional and learning strategies, supplemental materials, and purposeful pairing of students. The goal was to enhance knowledge acquisition and vocabulary/concept learning through systematic practices associated with improved outcomes for ELLs in middle school content classes.

Adapting Texts to English Language Learners’ Needs built on the development and evaluation of Word Generation, an interdisciplinary middle school academic language support program. Word Generation uses engaging paragraphs to present crucial, non-disciplinary, all-purpose academic words and defines activities to help students learn them. The adapting-texts component developed alternative forms of the paragraphs to be used in a modified, ELL-focused version of Word Generation.

Back to top.