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首页> 外文期刊>International Journal of Bilingual Education and Bilingualism >Reducing academic inequalities for English language learners: Variation in experimental effects of Word Generation in high-poverty schools
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Reducing academic inequalities for English language learners: Variation in experimental effects of Word Generation in high-poverty schools

机译：减少英语学习者的学术不平等：在高贫困学校中的单词生成实验效果的变化

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摘要

Most U.S. classrooms serve students with various linguistic and academic needs. Tier-I universal approaches support English language learners (ELLs) without segregating them into a different track and thereby constraining future learning opportunities. The current study examines whether Word Generation (WG), a Tier-I discussion-based program designed to build academic literacy and linguistic practices, provides differential gains for non-ELL and ELL students in vocabulary, social perspective-taking skills, academic language, and reading comprehension. We found that WG had positive impacts for both non-ELL and ELL students on taught academic vocabulary and social perspective positioning skills. Furthermore, WG had additional positive effects for ELLs in social perspective articulation and academic language in the second year of implementation. These results provide evidence that WG supports those linguistic and sociocognitive skills that precede development of deep reading comprehension for ELLs as well as non-ELLs.
机译：大多数美国教室都为学生提供各种语言和学术需求。 Tier-i Universal方法支持英语语言学习者（ELL），而不会将它们分离成不同的轨道，从而限制未来的学习机会。目前的研究审查了文字生成（WG）是一种旨在建立学术识字和语言实践的基于层次的讨论，为词汇，社会视角，学术语言，学术语言提供差异增长和阅读理解。我们发现WG对非ELL和ELL学生们对学术词汇和社会视角定位技能的积极影响。此外，WG在执行情况下对社会视角铰接和学术语言进行了额外的积极效果。这些结果提供了证据，即WG支持这些语言和社会认知技能，以便在为ELLS以及非ELLS以及非ELLS的深度阅读理解之前。

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