THE EFFECTS OF USING ROSETTA STONE TO ADVANCE LANGUAGE SKILLS IN ENGLISH AS A SECOND LANGUAGE STUDENTS Action Research Project By: Adela Tedeton Fall 2014

INTRODUCTION  6 English Language Learners (ELLs)  Students given a pre and post test  This Study will track how using Rosetta Stone and Reading Strategies will help ELLs score higher on tests.

INTRODUCTION  Central Middle School is a 6 th -8 th grade school in Ascension Parish Schools.  Of the 17 identified ELLs 11 are scoring less than 3 on the ELDA (English Language Development Assessment) State Standard Assessment (A score of 5 is fully English Proficient)  Students who scored a 4 on the ELDA did not perform Basic or higher on the iLeap State Standardized test

STUDENT PRE/POST TESTS Student ELDA score Spring 2014 LAS Links Sept CBM Maze Pre Sept CBM Maze Post Nov noneNon-Prof Non-Prof Non-Prof Non-Prof App. Prof App. Prof.1822

ENGLISH LANGUAGE DEVELOPMENT ASSESSMENT  The ELDA is an assessment that annually assesses English proficiency in Listening, Speaking, Reading, Writing and Comprehension and to report annual progress or attainment of English Proficiency for all students identified as limited English Proficient (LEP) in K-12. ELDA is vertically linked across grade levels and is a practical measure of English Proficiency as show through its established reliability and validity.

ELDA SCORES

ROSETTA STONE  Rosetta Stone Program is “the cornerstone of your experience as you learn a language.”  Rosetta Stone is immersion based learning method immediately teachers you to think in a new language by connecting words with vivid imagery in real-life contexts to convey meaning.  In order to determine whether a statistically significant difference exists between ESL students using the Rosetta Stone program and those who do not with respect to language skills they will be tested using the ELDA.

CBM MAZE PRE/POST

RESULTS OF PRE/POST TEST

CONCLUSION  I have 13 years experience in teaching primary grades. The last 3 years using Rosetta Stone Program with primary students.  This year is 1 st year with middle school students.  I have found that since primary students have much more language to acquire that they learn at a faster rate and show much more growth in a shorter time frame.  Middle school students don’t show as much growth in the same amount of time.  I enjoyed the opportunity to compare the growth of both middle and primary ELLs students