Closing the Literacy Gap for ELLs Which model is most effective? Ashley Martin Education 7201:Seminar in Applied Theory and Research I Fall 2010

Table of Contents Introduction - Review of the models Statement of Problem: Slide 3 Review of Related Literature: Slides 4, 5, 6, 7 Statement of Hypothesis: Slide 8 References Slide 9 ¡Hola! Hello!

Statement of Problem To instruct first-grade ELLs at PSX, the school has implemented a side-by-side dual-language setting that separates L1 and L2 literacy development by classroom. For Spanish-speaking students (L1), English proficiency (L2) is below expected levels according to ECLAS-2 results and Fountas & Pinnell reading levels.

What’s the Debate? Reversing the Bilingual Education Act (1968) with NCLB

Pro - Native Language Support Early literacy instruction in a dual-language (Spanish-English) kindergarten. Culatta & Reese (2006) Student Spanish use and investment in a dual language immersion classroom: Implications for second language acquisition and heritage language maintenance. Potowski (2004) Additional sources that support L1 maintenance as a literacy transfer tool: Lee & Schallert (1997), Slavin & Cheung (2005), Vaughn et al. (2006), Winsler et al. (1999).

Con - No Native Language Support Dismantling bilingual education implementing English immersion: The California initiative. Rossell (2002). Additional sources that cite English-only immersion models as most effective Helmsley, Holm & Dodd (2006). Leung, et al. (2010). Garcia, E. (2007). States in agreement - California, Arizona, Georgia, Massachusetts

Bilingual Education Theorists James Cummins Bilingualism and special education: Programs and pedagogical issues (1983). “students must receive sufficient comprehensible input in the target language while maintaining ties to the native language” Ofelia Garcia

Statement of Hypothesis HR¹: Use of bilingual small-group literacy instruction in English Classroom A that is implemented two times a week over a four-month period will increase L2 proficiency of Spanish-speaking ELLs in the dual-language program (ECLAS-2, Fountas & Pinnell) HR²: Bilingual small-group literacy instruction in English Classroom A will yield a greater improvement compared to English Classroom B.

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