A comparison of integrated and designated ELD models on second and third graders' oral English language proficiency

This article reports on a longitudinal, quasi‐experimental comparison of two English language development (ELD) models implemented from kindergarten through Grade 3 to support oral English language development among Spanish‐speaking English language learners (ELLs). Specifically, the study examined...

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Bibliographic Details
Published in:TESOL journal 2022-09, Vol.13 (3), p.e659-n/a
Main Authors: Edelman, Emily R., Amirazizi, Samira A., Feinberg, Daniel K., Quirk, Matthew, Scheller, Jennifer, Pagán, Carlos R., Persoon, Jamie
Format: Article
Language:English
Subjects:
Elementary School Students
English (Second Language)
English Language Learners
Grade 2
Grade 3
Language Proficiency
Oral Language
Second Language Learning
Teaching Methods
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Summary:This article reports on a longitudinal, quasi‐experimental comparison of two English language development (ELD) models implemented from kindergarten through Grade 3 to support oral English language development among Spanish‐speaking English language learners (ELLs). Specifically, the study examined oral English language proficiency among students who received only integrated English language development (I‐ELD; n = 39) and students who received I‐ELD with 30 minutes of daily designated ELD (D‐ELD) entailing four specific routines and strategies (n = 65). The study also compared oral proficiency with English‐only speakers (EO) from the same school (n = 47). Oral language proficiency was measured by the IDEA Proficiency Test (IPT I‐Oral; Ballard & Tighe, 2017). A repeated‐measures analysis of variance (ANOVA) across Grades 2 and 3 indicated significant (p 
ISSN:1056-7941
1949-3533
DOI:10.1002/tesj.659