American Educational Research Association (AERA) 2013 Annual Meeting
April 27 – May 1, 2013
San Francisco, CA
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Sunday, April 28, 2013
Targeting Language Skills for English Learner Students: Findings From Intervention Research and Implications for Practice (Symposium)
The session will provide an overview of four separate intervention studies conducted by researchers from two separate programs of research on effective instruction for EL students. The studies all focus on interventions in classrooms that include EL students with English proficient students and seek to define instructional curricula and/or practices that will promote the students’ gains in key language and literacy skills and in knowledge of academic content. The researchers discuss the findings of the research, their significance for practice, and discuss lessons drawn from the implementation regarding professional development and mentoring of teachers in successful interventions.
Moving Research on Sheltered Instruction Into Curriculum and Professional Development Practice
Participants include: Jennifer Gisi Himmel
A Successful Science Intervention for Middle-Grade English Language Learners
Participants include: Annie Laurie Duguay
The Effects of an Academic Vocabulary Intervention on the Morphological Development of Adolescent Students
Participants include: Igone Arteagoitia
A Successful Vocabulary Intervention for Young English Language Learners
Participants include: Lauren Artzi, Lindsey Anne Massoud
Discussant: M. Beatriz Arias
4:05 - 6:05 pm
Hilton Union Square, Sixth Level - Tower 3 Van Ness Room
Monday, April 30, 2013
Development and Learning of Dual Language Learners Within and Around Early Care and Education Settings (Symposium)
This symposium convenes scholars researching dual language learners (DLLs), children age 0 to 5 that are developing two languages simultaneously in the home and Early Care and Education (ECE) settings. Symposium participants will be able to critically examine what is known about DLLs within and around ECE including DLLs’ language, literacy, social/emotional, and cognitive development; the research methods (purposes, tools, and analysis) that are currently in place and/or need to be created to further the understanding of the DLL population; and implications for future practice, policy, and research based on this knowledge.
Disscussant: M. Beatriz Arias
10:20 - 11:50 am
Westin St. Francis/ Elizabethan C
Academic Language and the Language of Poverty: Clarifying the Construct (Symposium)
This symposium will convene scholars and researchers to present a critique of academic language as a separate construct from social language, and introduces current research efforts to understand how English learners interact, interpret, and show understanding of language in academic contexts in ways that re-think and go beyond the distinction between social and academic language. Academic language is pivotal for academic success and social capital yet; the genesis of the construct of academic language is contested in research literature, but maintains currency within and across teacher communities. In this session participants will refresh their knowledge regarding issues of language and content learning for English learners and discuss how the construct of academic language can be re-envisioned.
Chair: M. Beatriz Arias
2:00 – 3:30 pm
Hotel Nikko, Carmel I
The Role of the Native Language in the English Reading Comprehension of Latino Adolescent Students
The present study examined the role of the native language in the recognition of cognate words in English text by Spanish-speaking adolescent students. Controlling for the effects of English vocabulary and other English language and literacy skills, knowledge of Spanish cognates was found to have a significant and positive effect on English reading comprehension as measured by a standardized assessment of reading ability (i.e., Gates MacGinitie Reading Test). These findings highlight the role that the Spanish language plays in meeting the academic needs of Latino students in the U.S. and provide support for research that indicates that a strong foundation in the native language facilitates second-language development (Cummins, 1984; Oller & Eilers, 2002).
Presenters include: Igone Arteagoitia
5:05 – 6:35 pm
Hilton Union Square, Sixth Level – Tower 3 Powell
Wednesday, May 1, 2013
Incorporating Students’ Voices in the Accommodations Debate: Cognitive Laboratory Interactions With Traditional and Multisemiotic Test Items
The reauthorization of the Elementary and Secondary Education Act (ESEA) under No Child Left Behind (NCLB) has had serious ramifications on assessment policies and practices for English Learners (ELs). This presentation reports on ELs’ interactions with a new computerized test developed as part of this reform effort, Obtaining Necessary Parity and Academic Rigor (ONPAR). ONPAR uses an access-based framework (Kopriva, 2008) and replaces typically linguistically complex test items with a variety of multisemiotic resources (e.g., visuals, action, sound, and language) (Kress, Jewitt, Ogborn & Tsatsarelis, 2001; Kress & van Leeuwen, 2001). We propose that meaningfully including ELs in standardized testing requires taking into account the cognitive resources they draw upon when interacting with test items, and that a one-size-fits-all approach to including ELs in standardized testing is inadequate.
Presenters include: Laura J. Wright
8:15 – 9:45 pm
Hilton Union Square, Lobby Level – Golden Gate 7
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