A promising intervention designed to improve EAL learners’ mathematics skills and associated academic language
Bibliographic Data
| ID | 12751778 |
|---|---|
| Authors | Diane August (0000-0002-7945-7948, American Institutes for Research, corresponding author), 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) |
| Year | 2023 |
| Volume | 46 |
| Issue | 1-2 |
| Pages | 117-141 |
| Publication date | 2023-04-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Bilingual Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1523-5882 • E-ISSN: 1523-5890 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15235882.2023.2225459 |
| OpenAlex | W4382937159 |
| Language | EN |
| Citations received | 1 |
| References cited | 29 |
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
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Does Biliteracy + Mathematical Discourse = Binumerate Development? Language Use in a Middle School Dual-Language Mathematics Classroom
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Leveled and Exclusionary Tracking
Early Evaluation Findings From the Instructional Conversation Study
Specifying the Academic Language Skills That Support Text Understanding in the Middle Grades
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |