Using Choral Reading and Cooperative Groups to Promote

Language Learning for ELL Students

Using Choral Reading and Cooperative Groups to Promote

Language Learning for ELL Students

Ed. 702.22Seminar in Applied Theory

and Research ISusan Chan

Ed. 702.22Seminar in Applied Theory

and Research ISusan Chan

Table of ContentsTable of Contents

AbstractIntroduction• Statement of the Problem• Statement of the Hypotheses• Review of Literature and Related Literature

Method• Participants• Instruments

AbstractIntroduction• Statement of the Problem• Statement of the Hypotheses• Review of Literature and Related Literature

Method• Participants• Instruments

Statement of the ProblemStatement 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.

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 HypothesisStatement 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.

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 LiteratureReview of Related Literature• Performance Gap between ELL and non-ELL

• Background about ELL population/ misplacement

• Teacher Preparation: Educators Not adequately prepared

• Performance Gap between ELL and non-ELL

• Background about ELL population/ misplacement

• Teacher Preparation: Educators Not adequately prepared

Review of LiteratureReview of Literature Instructional Strategies

Informal-authentic Assessment Measures

- Performance-based assessment- Oral performance assessments - Portfolio Assessment

Instructional Strategies

Informal-authentic Assessment Measures

- Performance-based assessment- Oral performance assessments - Portfolio Assessment

Benefits of Choral Reading with Language Acquisition

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

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

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

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

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

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

MethodMethodParticipants

- 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.

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.

InstrumentsInstruments

Parent Surveys and Questionnaires: English, Spanish and Arabic

1. 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

Parent Surveys and Questionnaires: English, Spanish and Arabic

1. 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

InstrumentsInstruments 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

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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