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ERIC Number: ED513407
Record Type: Non-Journal
Publication Date: 2010
Pages: 6
Abstractor: ERIC
Reference Count: 4
The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners
August, Diane; Branum-Martin, Lee; Cardenas-Hagan, Elsa; Francis, David
Society for Research on Educational Effectiveness
The goal of this study was to assess the effectiveness of an intervention--Quality English and Science Teaching (QuEST)--designed to develop the science knowledge and academic language of middle grades English language learners studying science in their second language and their English-proficient classmates. Both English language learners and English-proficient students are incorporated in this study design, and the authors have tested explicitly for interactions of language status with experimental and traditional forms of instruction. Overall, it appears that the implementation of QuEST improves the quality of teachers' science instruction and raises student performance on curriculum based measures of Vocabulary and Science. Project QuEST differed from the practices in the control classrooms by making alterations to accommodate the needs of ELLs and build on their strengths. Consistent with the literature on effective L2 instruction, the content was made clear to students through the use of visuals, modeling, and ongoing discussion. Additionally, students' English oral proficiency was developed in the context of science instruction through explicit vocabulary instruction, guided reading, and partnering with classmates who were more English proficient. (Contains 2 footnotes.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
IES Funded: Yes
Grant or Contract Numbers: R305A050056
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations