English Language and Literacy: Journals

This protocol outlines an RCT of an English Language Literacy program. • 75 randomly-assigned schools were included. • Impacts of the program on ELLs’ oral language, reading, and literacy skills are explored. • Impact of virtual professional development (PD) explored. • The findings may have implications for whole-school reform and ELLs.
This paper presents a research protocol for a randomized controlled trial (RCT) design to determine the degree of impact that the ELLA-V intervention has across 75 randomly-assigned urban, suburban, and rural schools with a total of 14,400 students and 600 teachers at each of four grades, K-3, on ELLs’ English oral language, reading, and literacy skills. Secondly, ELLA-V will examine the impact of high quality professional development (PD) provided for treatment teachers through virtual PD using Blackboard, Tegrity, Citrix GotoMeeting, and ThereNow classroom cameras versus typical PD provided by the districts to the control group teachers.

In this longitudinal study, the cross-language transfer from second language (L2) to first language (L1) was examined among Spanish-speaking English-language learners in an English intervention (Grades 1-3) in the southwest United States. Path analysis revealed statistically significant transfers (ps < .05) for the treatment group from English reading comprehension to Spanish reading comprehension. English vocabulary and English grammar also had an indirect influence on Spanish reading comprehension through English reading comprehension. For the comparison group, no English to Spanish paths were statistically significant

This paper investigates English language literacy practices among teenagers, focusing initially on three young Singaporean students who are struggling to do well in English. By employing a conceptual framework that builds on a recent treatment of style as identity construction and drawing on interview data that recount the students’ practices of English literacy, we show how adolescent literacy seen as style is deeply influenced by, among other factors, the anticipated reactions of peers, and how these practices impact on language education. The latter part of our paper compares the experiences of our three students with those of a fourth, one who is much more confident and comfortable with his level of English language proficiency (adolescents, identity, language education, literacy, style, teenagers).