The Effects of a Science-Infused Literacy Intervention on Kindergarten English Learners' English Oral Language Development: A Hierarchical Linear Modeling Approach

• In Event: Second Language Research SIG Poster Session

Abstract

A case study was conducted to investigate the effect of a science-infused literacy intervention on a Texas border and a non-border school district kindergarten ELs’ English oral language development. The study used data retrieved from a large-scale randomized controlled trial study, project ELLA-V. Let’s Talk Science, which is a two-level curriculum innovation for teachers and students, was implemented in the study. It was revealed in the study that the intervention has significantly positive effect on kindergarten ELs’ English oral language performance for both border and non-border school districts. In addition, ELs in border school district showed better performance in oral expression compared to those in non-border school district at the end of kindergarten.

Authors

• Zhuoying Wang, Texas A&M University - College Station

• Fuhui Tong, Texas A&M University - College Station

• Beverly J. Irby, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University - College Station