Developing the Academic Language of Limited English Learners
Developing the Expressive and Productive Academic Language of Limited English Proficient Learners
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This study examined the effectiveness of a narrative and expository interactive read aloud (IRA) intervention on improving receptive and expressive academic language and vocabulary.The experimental pre/post design included 14 LEP kindergarten learners from a rural northern Georgia elementary school who were randomly assigned to an IRA experimental group or a traditional curriculum control group. The Peabody Picture Vocabulary Test (PPVT-III), the Expressive Vocabulary Test (EVT), and a course-specific vocabulary test, were each administered as pretests and posttests to assess dimensions of exp...
This study examined the effectiveness of a narrative and expository interactive read aloud (IRA) intervention on improving receptive and expressive academic language and vocabulary.The experimental pre/post design included 14 LEP kindergarten learners from a rural northern Georgia elementary school who were randomly assigned to an IRA experimental group or a traditional curriculum control group. The Peabody Picture Vocabulary Test (PPVT-III), the Expressive Vocabulary Test (EVT), and a course-specific vocabulary test, were each administered as pretests and posttests to assess dimensions of expressive and receptive academic language and vocabulary. Independent mean t-tests demonstrated statistically significant differences for the word knowledge and context tests; however no significant differences were observed on the PPVT and EVT tests. These mixed results suggested that interactive vocabulary instruction can lead to specific increases in vocabulary development. This study couldbring about social change as it informs means to develop the academic language of LEP students and better support their overall academic success.
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