The Effects of Instructional Conversation on English Language Learners' Outcomes

• In Event: Implementation of Policies to Support Multilingual Learners

Abstract

The study evaluates the efficacy of the Instructional Conversations (IC) pedagogical model in improving English Learners’ (ELs) academic language outcomes in English Language Arts and reading. In this 5-year IES-funded efficacy trial, we took educational responsibility by rigorously assessing whether IC is associated with standardized outcome gains. HLM analyses show upper-elementary EL students in 5th grade benefit significantly outperforming EL peers in control classrooms. However, no effects were found for younger EL students in third grade. The benefits of this student-centered pedagogy are discussed in context with cognitive-developmental and linguistic factors in reading and English language arts. Implications for theory and future studies and design for professional development are discussed for differentiated teacher preparation with increased attention to developmental factors

Authors

• Pedro R. Portes, University of Georgia

• Rob Stollberg, University of Georgia - Athens

• Manuel S. Gonzalez Canche, University of Pennsylvania