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Article
English Language Learner Academic Engagement and Instructional Grouping Configurations
American Secondary Education
  • Kathryn Brooks, Butler University
  • Linda P. Thurston
Document Type
Article
Publication Date
1-1-2010
Additional Publication URL
http://www.jstor.org/stable/41406182
Abstract
This 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.
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This article was archived with permission from Dwight Schar College of Education, all rights reserved. Document also available from American Secondary Education.

Citation Information
Kathryn 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/