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ERIC Number: ED319264
Record Type: Non-Journal
Publication Date: 1989-Nov
Pages: 20
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Are Principles of Writing across the Curriculum Applicable to ESL Students in Content Courses? Research Findings.
Hirsch, Linda
Two research studies conducted at the bilingual Hostos Community College of the City University of New York suggest that the classroom performance of adult, advanced, and post English-as-a-Second-Language (ESL) students benefits from the students' participation in tutor-led groups that focus on a particular course's content and employ talk and writing as learning aids. The first study of 60 students found significant differences between the mean grades of students participating in the tutor-led groups and the mean grades of a control set of students. In the second, corroborative study of 164 students, the tutored students received higher average grades and were less likely to fail or drop out of a class. The results of these studies demonstrate the importance of writing and talk in the learning process, and, based on qualitative evaluation of the data, it appears that expressive talk is an equal if not greater contributor to the learning process than is writing. The results also raise questions about the effectiveness of the lecture mode as an instructional tool with the ESL population. (JL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A