The Effects on Instructional Conversations on English Language Learners

Authors

Elizabeth Hendy, University of North GeorgiaFollow
Joshua Cuevas Dr., University of North GeorgiaFollow

Abstract

This research examined the effectiveness that the Instructional Conversations (ICs) teaching method had on elementary-aged English Language Learning (ELLs) students. Specifically, how ICs impact student academic achievement, academic language usage, and student engagement. The study compared two first grade classrooms, 39 participants, consisting of majority ELL students. The experimental group received math instruction through Instructional Conversation activities while the comparison group was taught using traditional math instruction and centers. After controlling for initial ability in math, results indicated that ICs did not lead to an increase of academic achievement or academic language usage when compared to students taught through traditional instruction. Results did show that engagement increased when taught using ICs. With an increase in engagement combined with a decrease in academic acquisition, results suggest that ICs should be used with caution when teaching content related material.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Hendy, Elizabeth and Cuevas, Joshua Dr. (2020) "The Effects on Instructional Conversations on English Language Learners," Georgia Educational Researcher: Vol. 17: Iss. 2, Article 5.
DOI: 10.20429/ger.2020.170205
Available at: https://digitalcommons.georgiasouthern.edu/gerjournal/vol17/iss2/5