The Impact of Explicit Instruction in Academic Literacy for Secondary English Learners

• In Event: Hilton Roundtable Session 4
  In Roundtable Session: Investigating Challenges and Opportunities in the Education of English Learners

Abstract

The purpose of this study is to observe if participation in a designated block of instructional time to develop academic literacy (AcLit) in addition to the core curriculum has an impact on a secondary English Learner’s (EL) likelihood of exiting EL status on the annual English Language Proficiency (ELP) assessment. Critical bifocality allows the researcher to analyze the interconnected systems of federal, state, and local policies, the instructional choices made to evaluate language assistance programs, and the individual learner-level variables to holistically analyze an educational structure for ELs. Logistic regression was used to calculate the probability an EL would meet exit. ELs who participated in AcLit were twice as likely to met exit than those who did not.

Author

• Amy Elizabeth Correia, University of Rhode Island