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Using Choral Reading and Cooperative Groups to Promote Language Learning for ELL Students. Ed. 702.22 Seminar in Applied Theory and Research I Susan Chan. Table of Contents. Abstract Introduction Statement of the Problem Statement of the Hypotheses
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Using Choral Reading and Cooperative Groups to Promote Language Learning for ELL Students Ed. 702.22 Seminar in Applied Theory and Research I Susan Chan
Table of Contents Abstract Introduction • Statement of the Problem • Statement of the Hypotheses • Review of Literature and Related Literature Method • Participants • Instruments
Statement of the Problem • Educators in mainstream classrooms often lack professional training to teach students who come from different linguistic, cultural, and educational backgrounds. Many educators find ELLs remain unengaged or participate less than their English-fluent peers, which may result in lower achievement.
Statement of the Hypothesis HR1:Over a six-week period, integrating choral reading with basic literacy skill instruction will result in an increase in the engagement and comprehension of six first-grade English-language learners (ELLs) of P.S. X, from N.Y.C.
Review of Related Literature • Performance Gap between ELL and non-ELL • Background about ELL population/ misplacement • Teacher Preparation: Educators Not adequately prepared
Review of Literature Instructional Strategies Informal-authentic Assessment Measures - Performance-based assessment - Oral performance assessments - Portfolio Assessment
Benefits of Choral Reading with Language Acquisition Low-anxiety environment (Confidence) *Social Emotional Interaction and Culturally Appropriate context* - O’Malley & Chamot (1996)- Social-cognitive theory of motivation - Bandura (1993) - Social learning theory (Self-efficacy) - Schumann (1994) - Acculturation Model
Benefits of Choral Reading with Language Acquisition Repeated Practice - Chomsky (1976): Improve reading rate and prosodic reading - LaBerge and Samuels’s (1976): Theory of automatic information processing - Krashen (1982): “Repetition is especially necessary for second language learners to acquire their new language
Benefits of Choral Reading with Language Acquisition Comprehensible Input - Krashen (1982): “The speaker casts a net of structure around current level” - Vygotsky (1978): Notion of a zone proximal development (Dynamic Assessment) Drama - Savignon (1983):“Drama is a natural component of ESL Learning”. - Vygotsky (1978):Relationship of drama and literacy
Method Participants • Total of six 1st graders • One classroom- 3 native Arabic speakers & 3 native Spanish speakers • Lower socio-economic class • Public elementary school located in Brooklyn, N.Y.
Instruments Parent Surveys and Questionnaires: English, Spanish and Arabic • Parent Involvement- Rating Scale e.g. - Read to child - Encourage child to do well in school 2. Demographics (Part 1) e.g. - What language(s) are spoken in your household? 3. Demographics (Part 2) e.g. - Employment status - Level of education
Instruments Student Surveys and Questionnaires 1.Reading Attitude e.g.- How do you feel when you read a book in school during free time? 2. Writing Attitude e.g. - How do you feel about writing in school? Principal Content Form
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