English Language Development / English
as a Second Language
who employed more "traditional" teaching methods,
such as direct instruction
seemed to make a larger difference in student
learning than those teachers using more innovative, cognitive
methods in this analysis. For example, very little positive
change was noted when teachers used the Instructional
Conversations (IC) intervention, and story comprehension,
in fact, seemed to suffer.
peer tutoring (CWPT) and cooperative learning have the
potential to effectively and rapidly increase English language
development. While one study found that CWPT was the most
effective, both of the interventions led to improved learning
outcomes. It is particularly important to provide substantial
amounts of structure in these types of interventions to assure
use of strategy
feedback can lead to higher levels of math achievement.
For example, a study regarding effects of feedback tailored
to bilingual students' mathematics needs on verbal problem solving,
classified student errors into difficulties with (a) knowledge
of English, (b) understanding of how to produce math statements
with prose; (c) determining procedural sequence for solving
problems; and (d) accurate computation.
studies regarding teaching strategies were characterized by student
engagement in higher order thinking. Researchers recommended increasing
the opportunities for student learning, particularly in small
groups and individual instructional groupings with high rates
of student engagement and task completion assignments.