In the Montebello blended science-language program, sentence frames limited student responses and teachers raised their expectations of English learners¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r1 · q1
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Teachers in the Montebello K-4 science and academic-language program found that sentence frames often limit student responses, yielding similar responses that do not show a range of conceptual understanding. → Equal Access to Content Instruction for English Learners: An Example from Science 2012 q1 i? All participating teachers reported changed perceptions, most prominently raising their expectations of English learners and focusing on what students can do. → Equal Access to Content Instruction for English Learners: An Example from Science 2012 (2)

Evidence¶

Equal Access to Content Instruction for English Learners: An Example from Science 2012¶

Equal Access to Content Instruction for English Learners: An Example from Science. (2012). WestEd. https://eric.ed.gov/?id=ED580362

q1 · i? · qualitative · r1

This insight comes from the WestEd K-12 Alliance / CSU Long Beach / Montebello USD program at three K-4 schools with high English learner and low-income populations, as reported via Gomez-Zwiep et al. (2011). It is a practitioner-reported qualitative insight with no effect size.

"teachers learned that sentence frames often limit student responses (same frame yields similar responses), resulting in student work that does not show a range of student conceptual understanding"

Equal Access to Content Instruction for English Learners: An Example from Science 2012 (2)¶

Equal Access to Content Instruction for English Learners: An Example from Science. (2012). WestEd. https://eric.ed.gov/?id=ED580362

q1 · i? · qualitative · r1

The report describes teacher-perception change in the Montebello program: "All participating teachers commented on the changes they have seen within their own teaching practices." This is self-reported qualitative evidence from the program's teachers; no effect size is printed.

"All participating teachers commented on the changes they have seen within their own teaching practices, most prominently in terms of raising their expectations of English learners. Teachers now focus on what students can do rather than what they cannot do."

Discussion¶

Related Claims¶

• The perception that language minority students bring language disadvantages and knowledge deficiencies from home has too often led to lowered academic expectations for them. — reports the opposite
• English learners lag behind their peers in achievement and attainment; limited exposure to academic content is offered as a partial explanation, not tested — related