Middle school science teachers should implement a variety of ESL strategies frequently, for at least 60% of instructional minutes

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description

Based on their observation findings, the authors advocate focused instructional time engaging ESL strategies that promote academic language in science. They recommend that middle school science teachers "implement a variety of ESL instructional strategies frequently and for periods of at least 60% of their instructional minutes" to make content comprehensible and engaging for ELL students and economically-challenged English-speaking students placed in the same classrooms.

Design Implications

Context

Requirements

• Professional learning that supports teachers in becoming comfortable using ESL strategies in content-area instruction

Constraints

• The recommendation is grounded in observed teacher implementation differences, not in student outcome data analyzed in this paper

Target Learners

• Middle grades English language learners and economically-challenged English-speaking students

Learning Goals

• Comprehensible, engaging science content and academic English language development

Claims

• Treatment Teachers More Esl Strategies Observation [+M]
• Esl Strategy Time Allocation Percentages Sixth Grade [+M]

Related Designs

Examples

-

Key Sources

• Irby, B. J., Lara-Alecio, R., Tong, F., Guerrero, C., Sutton-Jones, K. L., & Abdelrahman, N. (2018). Implementation of Research-based ESL Strategies with Lower Grade Middle School ELLs in the Science Classroom: Findings from an Experimental Study. The Electronic Journal for English as a Second Language, 22(1). https://tesl-ej.org/

Page metadata

Field	Value
type	design
id	esl-strategies-60-percent-instructional-minutes
title	Middle school science teachers should implement a variety of ESL strategies frequently, for at least 60% of instructional minutes
description	Based on their observation findings, the authors advocate focused instructional time engaging ESL strategies that promote academic language in science.
status	review
generated	by process:settle-candidates on 2026-11-01
trust	unverified — no one has confirmed this page's content
sources	1 — irby-2018

Frontmatter is the page's machine-readable record — see the Schema & Guide.