Abstract
ABSTRACT This action research project explored the experiences of high school Multilingual Learners in a developmental bilingual Spanish/English program using ATW (ActionThroughWords), an online language through content course about the United Nations. The course seeks to improve users’ academic English proficiency and enrich their knowledge. A volunteer bilingual teacher and her students (N = 28) participated in hybrid ELA and AP English classes for one semester each. Students took the role of learner-consultants, providing feedback on how to improve ATW from the perspectives of adolescents. The bilingual teacher’s reflections throughout the project offered insights regarding her students’ development and how best to incorporate ATW in her classes. Results based on observations, survey, and interview data indicated that participants were interested in the unit themes and flexibly used L1 resources and online tools to support learning. In their consultant roles, students in both classes were highly motivated and provided suggestions to improve the content and interactive functions of the website for multilingual teen users. AP students were able to function more independently, as their proficiency and content knowledge were relatively more advanced.
Published Version
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