English Language Learner Academic Engagement and Instructional Grouping Configurations

Authors

Kathryn Brooks, Butler UniversityFollow
Linda P. Thurston

Document Type

Article

Publication Date

2010

Publication Title

American Secondary Education

First Page

45

Last Page

60

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.

Rights

This article was archived with permission from Dwight Schar College of Education, all rights reserved. Document also available from American Secondary Education.

Recommended Citation

Brooks, Kathryn and Thurston, Linda P., "English Language Learner Academic Engagement and Instructional Grouping Configurations" (2010). Scholarship and Professional Work – Education. 137.
https://digitalcommons.butler.edu/coe_papers/137