A Multi-Modal Intervention for English Language Learners: Preliminary Results

Abstract

Abstract Finding culturally responsive practices that are engaging for students is even more important with the ever-increasing population of English Language Learners (ELLs) in the United States. The challenges of a language barrier can contribute to low achievement and high dropout rates. This 16-week study examined the effects of authoring and sharing dual-language identity texts on the narrative skills of 3 Spanish-speaking ELLs who were in the third grade. Specifically, we examined discourse length and lexical diversity. In this culturally responsive intervention, students authored and read dual-language identity texts. Language samples were elicited in the form of story generations prompted by randomly selected photographs. Results of the study indicate that 2 of the 3 participants made notable gains in vocabulary and narrative skill performance. Implications for practice and future research are discussed. Keywords: dual language, culturally responsive intervention, narrative skills, book sharing, story grammar ********** One of the most pressing issues in education today is how to address the academic needs of English Language Learners (ELLs). The population of ELLs has increased dramatically in classrooms across the United States. Nearly one in five children come from a home where English is not the native language and more than one in four children are Hispanic where Spanish is the primary language spoken (U.S. Census Bureau, 2012). The challenges of a language barrier make it difficult for ELLs to compete with their English-proficient peers resulting in low academic achievement and high dropout rates (Hernandez, 2011; McCardle, Meie-McCarthy, Cutting, Leos, & D'Emilio, 2005). Vocabulary knowledge and narrative skills have been found to be precursors to achieving literacy for children who are learning two languages (August & Shanahan, 2006). Narrative skills and extended monologues are a type of academic language proficiency that children are expected to comprehend and produce during school activities (Ortiz, 1997; Westby, 1992). These skills have also been identified as areas that are problematic for ELLs (Castro, Paez, Dickinson, & Frede, 2011). Compared with their typically developing peers, children with language and literacy difficulties are more likely to produce narratives that include less information (shorter discourse length) and contain less grammatical complexity (shorter utterances), lexical diversity (fewer different words), cohesive adequacy, and organizational coherence (Gutierrez-Clellen, 1995; Hayward, Gillam, & Lien, 2007; Paul & Smith, 1993). Difficulties in these areas can lead to an adverse effect on academic progress (Boudreau & Hedberg, 1999). Researchers have found that narrative skills are a predictor of progress in language development (Cleave, Girolametto, Chen, & Johnson, 2010) and a predictor of later reading outcomes (Dickinson & McCabe, 2001; Gutierrez-Clellen, 2002). Furthermore, the lexical diversity of children's narrative discourse has been found to be one of the most informative predictors of oral language skill (Fergadiotis, Wright, & Capilouto, 2011). It is important that quality classroom instruction include opportunities for ELLs to strengthen second language skills by providing strong connections with their native language and culture. Culturally Responswe Practices That Support Natwe Language Educators who implement culturally responsive instruction create opportunities for children to practice new skills, engage in meaningful experiences, and understand new concepts. Instruction that allows ELLs to draw upon their culture and their first language reinforces a sense of belonging and a desire to participate in classroom activities (Cummins 2001, 2004; Reyes & Azuar, 2008; Taylor, Bernhard, Garg, & Cummins, 2008). It also helps students develop their identities and make sense of their world (Cummins, 2001, 2004; Gonzalez et al. …