A promising intervention designed to improve EAL learners’ mathematics skills and associated academic language

Dados Bibliográficos

ID12751778
AutoresDiane August (0000-0002-7945-7948, American Institutes for Research, autor correspondente), Christopher D Barr (0000-0001-5793-2579, Rice University), Coleen D Carlson (0000-0001-8050-5671, University of Houston), Elsa Cardenas-Hagan (University of Houston), Will Tad Johnston (American Institutes for Research), Alexandra Marken (American Institutes for Research)
Ano2023
Volume46
Fascículo1-2
Páginas117-141
Data de publicação2023-04-03
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoBilingual Research Journal (JOURNAL)
Identificadores do periódicoISSN: 1523-5882 • E-ISSN: 1523-5890
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15235882.2023.2225459
OpenAlexW4382937159
IdiomaEN
Citações recebidas1
Referências citadas29

This study investigated the effectiveness of an intervention designed to support sixth-grade Spanish-speaking English as Additional Language (EAL) learners and their English proficient classmates in acquiring pre-algebra knowledge and skills and associated academic vocabulary. The sample consisted of 88 EAL learners and their 139 English proficient classmates who had failed a fifth-grade final math exam. Treatment materials and methods differed from those used in the control group by building students’ foundational math skills and academic language; using visual and linguistic supports; and capitalizing on student’s home language knowledge. Data were analyzed using generalized linear mixed modeling at the item level. Both EAL learners and English-proficient treatment students outperformed control students on measures of math and academic vocabulary

Intervention (counseling · Mathematics education · Pedagogy · Education and Technology Integration · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development