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Promoting ELL Engagement in the Classroom

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Adrienne Mai-Anh

on 11 May 2015

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Transcript of Promoting ELL Engagement in the Classroom

Promoting ELL Engagement
By Adrienne Kennedy
Over the past decade, the U.S. has experienced a ten percent increase of ELLs nation-wide (Golden, et al., 2014).
ELLs are more likely to live in poverty, have under-educated parents, and attend at-risk schools with low academic performance.
ELLs are less likely than native English speakers to graduate high school or attend college. (Golden et al., 2014, Haneda & Wells, 2012).
This study seeks to increase ELL engagement during academic peer interactions in the science classroom. Three strategies will be evaluated for their success: round-robin protocol, class-wide votes using hand signals, and group answers using small chalkboards.
Purpose of the Study
The findings of this study showed a significant increase in ELL behavioral engagement during class-wide votes through a one-way ANOVA (F (3, 16) = 3.808, p < .05.) and Tukey post-hoc analysis (0.34017, p = 0.034).
ELLs demonstrated overall lower levels of emotional engagement compared to non-ELL students (M = 0.236, t (195) = 1.786, p = .016) across all strategies.
The class-wide voting strategy is an effective method to behaviorally engage ELL students in group discussions
ELLs have significantly lower levels of emotional engagement in the classroom
More research is needed to discover strategies to increase emotional and cognitive engagement among ELLs
The Three Types of Engagement
Behavioral Engagement is defined as student participation in academic, social, and extracurricular academic activities.
Cognitive Engagement is a student's perceived ability to perform in an academic setting.
Emotional engagement is a student's sense of belonging in the classroom.
Engagement: Why is it Important?
Strong student engagement leads to academic success, while low engagement is correlated with academic failure and dropout (Reschly and Christenson 2012)
Black and Hispanic students demonstrate lower levels of academic performance, in part due to diminished engagement (Bingham and Okagaki 2012)
Study Design
8 Lessons were taught over the course of 3 weeks using these various engagement strategies (2 will measure unstructured group work as a baseline)
Behavioral engagement was measured by video recording ELL students and calculating their percent time on task
Cognitive and Behavioral engagement data was collected through student surveys at the close of each class
Example of Class-Wide Votes
Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. Springer Science & Business Media.
Golden, L., Harris, B., Mercado-Garcia, D., Boyle, A., Le Floch, K. C., & O'Day, J. (2014). A Focused Look at Schools Receiving School Improvement Grants That Have Percentages of English Language Learner Students. NCEE Evaluation Brief. NCEE 2014-4014. National Center for Education Evaluation and Regional Assistance.
Haneda, M., & Wells, G. (2012). Some key pedagogic principles for helping ELLs to succeed in school. Theory into Practice, 51(4), 297-304.
Small sample size (9 ELLS, 22 non-ELLs)
Surveys were often biased in favor of teacher
Video tapes were difficult to decipher
Independent Variable:
Engagement strategy used
Dependent Variables:
Behavioral Engagement- Percent time on task
Cognitive & Emotional Engagement- Survey rating (1-5)
Survey Questions
Full transcript