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


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