Closing the Literacy Gap for ELLs Which model is most effective?

1. Closing the Literacy Gap for ELLsWhich model is most effective? Ashley Martin ED 702.22 Spring 2011 Final Presentation ¡Hola! Hello!

2. TABLE OF CONTENTS Statement of Problem - 3 Review of Literature - 4 Statement of Hypothesis - 5 Participants/Instruments - 6 Experimental Design/Threats to Validity - 7 Procedure - 8 Results - 9-13 Discussion/Implications - 14 References - 15

3. Statement of Problem • To instruct first-grade ELLs at PSX, the school has implemented a side-by-side dual-language setting that separates L1 and L2 literacy development by classroom. For Spanish-speaking students (L1), English proficiency (L2) is below expected levels according to ECLAS-2 results and Fountas & Pinnell reading levels.

4. The Great DebateNative Language Maintenance or English Immersion • Research confirms significance of native language maintenance as predictor of future L2 proficiency as well as a powerful tool to assist in the transfer of literacy knowledge from one language to the next. (Carlo et al., 2004; Culatta, Reese & Setzer, 2006; Lee & Schallert, 1997; Potowski, 2004; Quesada, 2007; Vaughn et al., 2006). • Research confirms English-only immersion models as most effective. • (Garcia, E., 2007; Helmsley, Holm & Dodd, 2006; Leung et al., 2010; Rossell & Baker, 1996; Winsler et al., 2006) • States with recent policy changes: California, Arizona, Georgia, and Massachusetts.

5. Statement of Hypothesis HR¹: Use of bilingual small-group literacy instruction in English Classroom over an eight-week period will increase L2 proficiency of Spanish-speaking ELLs in the dual-language program (Fountas & Pinnell) HR²: Bilingual small-group literacy instruction in English Classroom A will yield a greater literacy improvement for students compared to those instructed in English Classroom B.

6. Participants and Instruments • Participants - 14 students from P.S. X in Brooklyn, all with L1 Spanish and L2 English in a Dual Language Program • Pre and Post Tests • Fountas & Pinnell Benchmark Assessment System (K-2) • Level G Nonfiction - “Bubbles” By Christina Rodriguez • Student Surveys • Self-Attitudes, Behaviors, Likes and Dislikes • Parent Surveys • Demographics, Attitudes, Duration Honduras Dominican Rep. El Salvador Guatemala Mexico

7. RESEARCH DESIGN and THREATS TO VALIDITY • Ecological: Generalizable Conditions • Pre-test Treatment • Experimenter Effects • Specificity of Variables • Reactive Arrangements/ Participants Effects • Compensatory Rivalry • Placebo Effect – Parent Surveys • Research Design:Quasi-Experimental Design • Nonequivalent Control Group Design • Symbolic Design:O X1 O O X2 O Threats to Internal Validity Threats to External Validity • History • Maturation • Testing/ Pre-Test Sensitization • Instrumentation • Mortality • Differential Selection of Subjects

8. Procedure • Pretest administration • Small group literacy instruction • Bi-weekly/tri-weekly depending on existing dual language rotation calendar. • Group 1 Treatment • Bilingual instruction using the following strategies: • Preview - View - Review • Cognate Analysis/Translation to clarify • Word Study Activities

9. Pretest/Posttest Results

10. Group 1: Spanish/English Correlation Group 1 Spanish/English Comparison .903rxy

11. Group 2: Spanish/English Correlation Group 2 Spanish/English Comparison .710rxy

12. Student and Parent Surveys .698rxy 4 It is important for my child to continue to speak Spanish while learning English. Es importante para mi hijo/a a continuar hablando español mientras esta aprendiendo ingles. • While no correlation could be found for either group,92.8% of all responses were favorable (3 or 4)

13. Data Dispersion / Grade Level Expectancies σ = 14.4 σ = 3.8

14. Discussion / Implications • L1 maintenance more successful than English immersion programs.(Carlo et al., 2004; Culatta, Reese & Setzer, 2006; Lee & Schallert, 1997; Potowski, 2004; Quesada, 2007; Vaughn et al., 2006). • Parent support of native language maintenance • Polarized nature of debate and research suggests need for more research, especially in light of recent policy changes. Bilingual treatment L2 only

15. References • Carlo, M.S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D., . . . White, C. E. (2004). Closing the gap: Addressing the vocabulary needs of English language learners in bilingual and mainstream classrooms [Electronic Version]. Reading Research Quarterly, 39(2) 188-215. • Combs, M. C., Evans, C., Fletcher, T., Parra, E., & Jim�nez, A. (2005). Bilingualism for the children : Implementing a dual-language program in an English-only state. Educational Policy, 19, 701-727. doi: 10.1177/0895904805278063. • Culatta, B., Reese, M., & Setzer, L. (2006). Early literacy instruction in a dual-language (Spanish-English) kindergarten. Communication Disorders Quarterly, 27(2), 67-82. doi: 10.1177/1525740106027002051. • Cummins, J. (1983). Bilingualism and special education: Programs and pedagogical issues. Learning Disability Quarterly, 6(4), Autumn, 373-386. • Duran, L, Roseth, C. J., & Hoffman, P. (2010). An experimental study comparing English-only and transitional bilingual education on Spanish-speaking preschoolers’ early literacy development. Early Childhood Research Quarterly, 25(2), 207-217. doi: 10.1016/j.ecresq.2009.10.002. • Freeman, R. (2000). Contextual challenges to dual-language education: A case study of a developing middle school program [Electronic Version]. Anthropology & Education Quarterly, 31(2), 202-229. • Garcia, E. (2007). Education comes in diverse shapes and forms for U.S. bilinguals. In J, Noel, (Ed.), Multicultural Education, 2nd ed. 138-144. New York: McGraw Hill. • Garcia, O. (2008). Bilingual education in the 21st century. West Sussex, United Kingdom: Wiley-Blackwell. • Garcia, O. (2005). Positioning heritage languages in the United States [Electronic Version]. The Modern Language Journal, 89(4), 601-605. • Helmsley, G., Holm, A., & Dodd, B. (2006). Diverse but not different: The lexical skills of two primary age bilingual groups in comparison to monolingual peers. International Journal of Bilingualism,10(4). 453-476. doi: 10.1177/13670069060100040401. • Holloway, L. (2000, October 17). Immersion promoted as alternative to bilingual instruction. The New York Times. Retrieved from http://thenewyorktimes.com • Hornberger, N. H. (1998). Language policy, language education, language rights: Indigenous, immigrant and international perspectives [Electronic Version]. Language in Society, 27(4), 439-458. • Johnson, D. C. (2010). The relationship between applied linguistic research and language policy for bilingual education [Electronic Version]. Applied Linguistics, 31(1), 72-93.

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