Using Choral Reading and Cooperative Groups to Promote Language Learning for esl students Ed. 702. 22 Seminar in Applied Theory and Research I


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Using Choral Reading and Cooperative Groups to Promote Language Learning for ESL Students

  • Ed. 702.22

  • Seminar in Applied Theory and Research I

  • Susan Chan


Table of Contents



Statement of the Problem

  • Teachers in mainstream classrooms often lack professional training to teach students who come from different linguistic, cultural, and educational backgrounds. Many educators find ELLs remain unengaged or participate less than their English-fluent peers, which may result in lower achievement.



Statement of the Hypothesis

  • HR1:Over a five week period, 9 first grade English- language learners (ELLs) of P.S. X, from N.Y.C. will work in cooperative groups. By integrating choral reading with literacy instruction, there will be an increase in their engagement and comprehension compared to the use of traditional teaching.



Benefits of Choral Reading and Language Acquistion

  • Low-anxiety environment

  • Repeated Practice

  • Comprehensible Input

  • Drama



Review of Literature

  • Howard Gardner- Mulitple Intelligence (Visual/Spatial, Verbal/linguistic, Mathematical/Logical, Bodily/Kinesthetic, Musical/Rhythmic, Intrapersonal, Interpersonal, Naturalist, Existential)

  • Zoltan Kodaly- Kodaly Method

  • O’Malley & Chamot- Social-cognitive theory of motivation

  • Bandura- Social learning theory (Self-efficacy)

  • Schumann- Acculturation Model



Review of Literature: The Learning Processes

  • Vygotsky- Zone of Proximal development (society and culture), Gradual Internalization of Mental Processes

  • Krashen- Subconscious nature of second language acquistion (silent period)

  • Cummins- Basic Interpersonal Communication Skills/Cognitive Academic Language



Reference

      • Chamot, A. & O’Malley, J. (1996). The cognitive academic language learning approach: A model for linguistically diverse classrooms. The Elementary School Journal, 96(3), 259-273. Retrieved September 28 ,2009, from JSTOR database.
      • Drucker, J. M. (2003, September). What reading teachers should know about ESL learners. The Reading Teacher, 57 (1), 22-29. Retrieved September 29, 2009 from JSTOR database.
      • Ernst-Slavit, G., Maloney, C., & Moore, M. (2002). Teaching English and literature to ESL students. Journal of Adolescent & Adult Literacy, 43(2), 116-128. Retrieved September 29, 2009, from JSTOR database.
      • Evans, S. L. & Hite, E. C. (2006). Mainstreaming first-grade teachers’ understanding of strategies for accommodating the needs of english language learners. Teacher Education Quarterly, 89-110. Retrieved October 5, 2009 from EBSCO database.
      • Ferguson, S. & Poore, M. (2008). Methodological variables in choral reading. Clinical Linguistic & Phonetics, 22(1), 13-24. doi:10.1080/02699200701601971. Retrieved September 29, 2009.
      • Harper, C. & Jong, E. (2004). Misconceptions about teaching English-language learners. Journal of Adolescent & Adult Literacy, 48(2), 152-162. Retrieved September 30, 2009, from JSTOR database.
      • Leu, S. (1997, March). The dilemmas of english as second language children learning to read in an all-english mainstream classroom. American Educational Research Association. Retrieved October 8, 2009 from ERIC database.
      • McCauley, D. & McCauley, J. (1992). Using choral reading to promote language learning for ESL students. The Reading Teacher, 45(7) 526-533.
      • Mohr, E. & Mohr, K. (2007). Extending English-language learners’ classroom interactions using the response protocol. The Reading Teacher, 60(5), 440-450. Retrieved September 28, 2009, from JSTOR database.
      • Tellez, K. & Waxman, H. (2002). Research synthesis on effective teaching practices for English language learners. Publication Series. Retrieved from ERIC database.



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