English Language Learner Academic Engagement and Instructional Grouping ConfigurationsAmerican Secondary Education
Additional Publication URLhttp://www.jstor.org/stable/41406182
AbstractThis study used and ecobehavioral approach to investigate the conditional probability that English language learning (ELL) students would engage in academic tasks in urban middle school content area classrooms within different instructional grouping configurations. These configurations included whole class, small group, one-to-one, and individual instructions. The participants in the study included 28 native Spanish-speaking students who were all identified as being English language learners (ELL). The findings on this study indicate that participants were most likely to engage in academic tasks during small group and one-to-one instruction. They were least likely to engage in academic tasks during whole class and individual instruction.
Citation InformationKathryn Brooks and Linda P. Thurston. "English Language Learner Academic Engagement and Instructional Grouping Configurations" American Secondary Education Vol. 39 Iss. 1 (2010) p. 45 - 60
Available at: http://works.bepress.com/kathryn-brooks/1/