Connected Learning and Academic Language Scaffolds: A Design-Based Research Study With Long-Term English Learners

• In Event: 31.089 - Letters to the Next President: Exploring Youth Civic Identity and Classroom Writing Practices in a National Online Network

Abstract

This qualitative design based research study examined the Connected Learning theoretical framework coupled with academic language scaffolds for Long Term English Learners (LTELs) in a secondary public school setting. The main research question that guided this study was: How could a Connected Learning theoretical framework support LTELs instruction in a high school academic literacy classroom? The principal digital platform used to publish student video letters was the Letters to the Next President 2.0 site. The participants of this study were students that have been in the United States for more than six years and have yet to be reclassified as fluent in English, thus they are labeled as LTELs. Some characteristics of LTELs are that they sound fluent when speaking; are below grade level in the reading and writing of academic English; are well behaved but an invisible population; have decent grades but low test scores; and have had inconsistent schooling (Olsen, 2010; Menken & Kleyn, 2009). The setting for this study was one ninth grade sheltered English class and one 12th grade sheltered English class in an urban high school in Northern California. A sheltered English class is a class designed to teach Long Term English Learners academic English (AE). The structure or design of these courses includes these academic English scaffolds: sentence and paragraph frames that introduce advanced sentence structure; precise vocabulary; and mentor texts. In addition to the sheltered English class design, the Connected Learning theoretical framework undergirded this multimedia project. Connected Learning consists of three learning principles – interest-powered, academically oriented, and peer supported -- and three design principles – openly networked, production centered, and shared purpose. The Letters to the Next President 2.0 site supported the creation of a learning environment that was interest powered, openly networked and shared purpose..

There were two implementations of this design-based curriculum and each cycle lasted four days. The first implementation took place in October of 2016 and the second implementation took place during November of 2016. Students created and shared media across digital platforms using paragraph and sentence frames. As a result of this design-based curriculum several students were able to create video letters to the next president of the United States on an iPad and share them on two digital platforms. The design and implementation of a Connected Learning environment with academic English scaffolds can be a successful system in other classrooms structured to serve LTELs if enough time is provided to enact all components of the design.

Author

• Ricardo Elizalde, San Francisco Unified