Evaluation of Instructional Conversations in Advancing the Academic Learning of English Language Learners (ELLs) and Non-ELLs: A Randomized Controlled Trial Evaluation in Elementary School Classrooms

• In Event: Diverse Perspectives on (Inter)National Education

Abstract

This paper presents the results of a clustered randomized control trial that examined the impact of Instructional Conversation (IC) pedagogical intervention on the academic outcomes (reading, math, science, and social studies) of English-language learners (ELLs) and their non-ELL counterparts in third and fifth-grade classrooms in Georgia. Results indicate that IC intervention rendered positive academic learning outcomes, as measured by standardized tests, among all students in all four content areas. When results were disaggregated by ELL status, a positive association for IC intervention was again found for ELL students in all four content areas and for non-ELL students in reading. These results have important implications for teacher training and education policy and point to several directions for scale-up and future research.

Authors

• Pedro R. Portes, University of Georgia

• Manuel S. Gonzalez Canche, University of Pennsylvania

• Melissa Whatley, University of Georgia - Athens