The Role of Two Instructional Practices in Enhancing English Learners' Spanish and English Math Performance

• In Event: Science and Math Instruction in Bilingual Contexts

Abstract

The purpose of this study was twofold: (a) to determine the relationships between English learners’ (ELs, N = 223) Spanish linguistic knowledge, Spanish calculation, and English calculation performance; and (b) to determine the relationship between teachers’ instructional activities and ELs’ calculation performance. Three important findings emerged. First, significant relationships occurred between ELs’ Spanish vocabulary knowledge, Spanish reading comprehension, and Spanish calculation performance. Second, a significant cross-linguistic relationship in Spanish and English calculation performance emerged. Finally, teachers’ explicit teaching of math knowledge and guided practice significantly predicted ELs’ Spanish calculation performance, but only teachers’ explicit teaching significantly moderated the impact of ELs’ Spanish calculation performance on their English calculation performance.

Authors

• Jui-Teng Li, Appalachian State University

• Genesis Dominique Arizmendi

• Lee Swanson, The University of New Mexico

• Lee Van Horn, University of New Mexico

• Monica Fiorella Asencio Pimentel, The University of New Mexico

• Stefania Petcu