Action Research on the Impact of Student Grouping

Abstract

There exists a lack of relevant literature by which educators can determine how they might effectively group beginning-level English Language Learners (ELLs) toward the end of language acquisition and social inclusion. Because of this gap in literature, educators often struggle in determining best practices in a multilingual classroom. This author has undertaken a study of unconventional ways to group ELLs in a mainstream classroom for maximum inclusion and language acquisition. In the study context, a rural public K12 district with a comparatively low ELL population, established practice had been to pull ELLs out of English-only group classrooms in homogeneous home language groupings according to grade level. Due to low numbers of students classified as ELLs, groupings were small and rarely differentiated by literacy level. The author began the study by interviewing study students, families and affected teachers to determine actual and perceived effectiveness of the pull-out model for language acquisition and academic achievement as measured by local and state literacy assessments. After a review of interview data and commonalities in responses, this author undertook various grouping methods from individualized to small similar-language groupings to literacy-level groupings inclusive of native English-speaking peers. Student engagement and response to instruction was monitored for grouping-dependent changes. The study has found that inclusion of native-speaking peers with similar literacy levels or social factors had a positive impact on ELL engagement and achievement, particularly in communicative competence. Additional research on the effects of student grouping on language acquisition and social inclusion has the potential to benefit student experience and elevate ELL academic achievement levels.