Understanding the What and the How of English Learners' Language Use Through Classroom Conversations

• In Event: AERA Roundtable Session 9
  In Roundtable Session: Comparative Perspectives on Education for Bi/multilingual Students

Abstract

While growing evidence suggests that standardized tests underestimate English learners’ (ELs’) academic achievement, a lack of statistical power in typical research designs limits the generalizability of that evidence. Using a large sample (n=836) of K-12 students, natural language processing analytic approaches, and a sociocultural perspective, we analyzed student conversations in Science and English Language Arts classrooms in the U.S. in three dyadic configurations: EO-EO (two English-only students); EL-EL; and EO-EL. We observed a minimal to null gap in the use of content words and function words between ELs and their peers. We conclude that language use in authentic contexts provides more meaningful information than standardized tests do for supporting ELs’ learning.

Authors

• Hsiaolin Hsieh, Stanford University

• Guillermo Solano-Flores, Stanford University