Upper Elementary Teachers' Use of Small-Group Strategies Across Content Areas to Support English Learners

• In Event: Sheraton Roundtable Session 16
  In Roundtable Session: Academic Supports for Multilingual Learners

Abstract

Drawing upon experienced upper-elementary teachers’ practices, this comparative case study offers insights into the potential of small group instruction (SGI) across content areas to support English learners. From the analysis of structured interviews, artifacts, field notes, and audiotaped observations, three themes describing best SGI practices emerged: (a) organizational fluidity, teacher ability to differentiate SGI set-up across subject areas and tasks; (b) instructional fluidity, teacher ability to balance between student-directed versus teacher-mediated instruction; and (c) focal fluidity, teacher ability to adjust, as needed, SGI’s Major and minor foci (e.g., Literacy + content, literacy + Content). Findings reveal that organizational, instructional, and focal fluidity allowed teachers to meet individual student needs without “ability-labels,” avoid over-scaffolding, and keep pace with cross-disciplinary curriculum demands.

Authors

• Yuliya Ardasheva, Washington State University - Tri-Cities

• Sarah L Newcomer, Washington State University - Tri-Cities

• Gisela Ernst-Slavit, Washington State University - Vancouver

• Steven James Morrison, Washington State University - Vancouver

• Kira Joy Carbonneau, Washington State University - Pullman

• Judith A. Morrison, Washington State University

• Lindsay K Lightner, Washington State University