Noyce Scholars Explore the Potential of Word Walls For ELL students
Document Type
Oral Presentation
Campus where you would like to present
SURC Ballroom C/D
Start Date
16-5-2013
End Date
16-5-2013
Abstract
Historically in Washington State, English Language Learners (ELL) perform lower than their mainstream classmates. According to the Washington State Office of Superintendent of Public Instruction in 2011-2012 59.2 percent of all seventh graders met the state standards in mathematics; however, only 18.1 percent of seventh grade ELL students met standard. In seventh grade science, 66.4 percent of students met state standards overall with only 14.4 percent of ELL students meeting standard. This trend repeats across all grade levels. Providing information organization techniques to second language learners should facilitate their academic language acquisition and ultimately their success on standardized tests. The effect of word walls on student utilization of academic language in middle school science, and middle and high school mathematics will be evaluated. Word walls are posters showing a new word, its meaning, and a picture. Center for Excellence in Science and Math Education researchers from Central Washington University will conduct action research in three classrooms that have low state math and/or science test scores and a high percentage of ELL students. Research will be conducted in two phases. In Phase I, students will complete an instructional unit without being exposed to word walls. During Phase II students will be exposed to word walls. Data will be collected during each phase by administering pre- and post-assessments. Analysis of the Phase I pre-tests shows low understanding and low use of academic language for students in all three classrooms.
Recommended Citation
Rustad, Rebecca; Le Beau, Joey; Ledbeter, Shawnee; Moreno, Omar; and Ray, Megan, "Noyce Scholars Explore the Potential of Word Walls For ELL students" (2013). Symposium Of University Research and Creative Expression (SOURCE). 90.
https://digitalcommons.cwu.edu/source/2013/posters/90
Poster Number
20
Additional Mentoring Department
Science Education Program
Additional Mentoring Department
Mathematics
Noyce Scholars Explore the Potential of Word Walls For ELL students
SURC Ballroom C/D
Historically in Washington State, English Language Learners (ELL) perform lower than their mainstream classmates. According to the Washington State Office of Superintendent of Public Instruction in 2011-2012 59.2 percent of all seventh graders met the state standards in mathematics; however, only 18.1 percent of seventh grade ELL students met standard. In seventh grade science, 66.4 percent of students met state standards overall with only 14.4 percent of ELL students meeting standard. This trend repeats across all grade levels. Providing information organization techniques to second language learners should facilitate their academic language acquisition and ultimately their success on standardized tests. The effect of word walls on student utilization of academic language in middle school science, and middle and high school mathematics will be evaluated. Word walls are posters showing a new word, its meaning, and a picture. Center for Excellence in Science and Math Education researchers from Central Washington University will conduct action research in three classrooms that have low state math and/or science test scores and a high percentage of ELL students. Research will be conducted in two phases. In Phase I, students will complete an instructional unit without being exposed to word walls. During Phase II students will be exposed to word walls. Data will be collected during each phase by administering pre- and post-assessments. Analysis of the Phase I pre-tests shows low understanding and low use of academic language for students in all three classrooms.
Faculty Mentor(s)
Martha Kurtz, Janet Shiver