About 750 contact hours of high school ESL support can have a tangible effect toward the postsecondary threshold¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The author states that most ESL learners can benefit from high school ESL support, and that 750 contact hours can have a tangible effect in reaching the estimated threshold for postsecondary studies. → Roessingh 2006

Evidence¶

Roessingh 2006¶

Roessingh, H. (2006). BICS-CALP: An Introduction for Some, a Review for Others. TESL Canada Journal/Revue TESL du Canada, 23(2), Spring 2006. https://doi.org/10.18806/tesl.v23i2.57

q2 · i? · review · r2

The author reports from her program of work with ESL learners that "750 contact hours can have a tangible effect" in reaching the threshold for postsecondary study. No study design, sample, or effect size is printed for this figure.

"Nevertheless, most ESL learners can benefit from ESL support in high school (750 contact hours can have a tangible effect) to reach the estimated threshold for postsecondary school studies, whether university or technical school."

Discussion¶

Related Claims¶

• A critical mass of roughly 10,000-12,000 words is needed for fluent reading, from which ESL strategies can begin — related
• Successful program completion increased participants' self-confidence, self-esteem, and autonomy, which aided their settlement and integration into Canadian society — related
• Progressively larger treatment estimates among intervention students crossing engagement thresholds are hypothesis-generating only — related
• The probability of learning an unknown word from a single natural-context exposure is roughly .05 to .11, supporting an extrapolated 750 to 5,500 words learned per year from reading — related