You are here:

The Effect of Primary Language Advanced Organizer PodCasts on English Language Learners’ Academic Performance
PROCEEDINGS

, , San Diego State University, United States ; , San Diego Unified School District, United States ; , Zoological Society of San Diego, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study examined the effect of Spanish language instructional podcasts on 3rd grade English language learners’ academic performance during subsequent English-only instruction. Significant differences were found between the podcast and control groups on study instruments designed to assess abilities to apply learned information. The pre/post instrument designed to measure academic vocabulary comprehension showed no overall differences between groups but analysis of the podcast group alone revealed significant differences for students at beginning levels of English language proficiency. Students reported the podcasts very useful in preparing them for the English-only instruction. Instructors reported an increase in the podcast groups’ willingness to verbally interact and a generally heightened level of motivation. Information was also gathered about 1) the effect podcast development had on instructors’ subsequent instruction, 2) podcast production & 3) logistics of equipment use.

Citation

Mathison, C., Billings, E., Gabriel, K. & Bowes, J. (2008). The Effect of Primary Language Advanced Organizer PodCasts on English Language Learners’ Academic Performance. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 138-143). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 16, 2019 from .

Keywords

View References & Citations Map

References

  1. Barab, S.A., & Duffy, T. (2000). From practice fields to communities of practice. In D. Jonassen, & S.M. Land. (Eds.), Theoretical foundations of learning environments (pp. 25-56). Mahwah, NJ: Lawrence Erlbaum Associates.
  2. Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
  3. Caine, R., & Caine, G. (2008). 12 brain/mind learning principles in action: Developing executive functions of the human brain. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
  4. Carraher, D.W., & Schliemann, A.D. (2000). Lessons from everyday reasoning in mathematics education: Realism versus meaningfulness. In D.H. Jonassen and S.M. Land (Eds.), Theoretical foundations of learning environments (pp. 173-195).
  5. Greeno, J.G., Collins, A.M. & Resnick, L.B. (1996). Cognition and learning. In R.C. Calfee & D.C. Berliner (Eds.), Handbook of educational psychology (1st ed.). (pp. 15-46). New York: Macmillan
  6. Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
  7. Johnson, E.B. (2002). Contextual teaching and learning: What it is and why it's here to stay. Thousand Oaks, CA: Corwin Press.
  8. Jonassen, D., Peck, K., & Wilson, B. (1999). Learning with technology: A constructivist perspective. Upper Saddle River, NJ: Merrill.
  9. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
  10. LeDoux, J. (1996). The emotional brain. New York: NY: Touchstone.
  11. Pea, R.D. (1993). Practices of distributed intelligences and design for education. In G. Solomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 47-87). Cambridge, UK: Cambridge
  12. Zull, J. (2002). The art of changing the brain: Enriching the practice of teaching by exploring the biology of learning. Sterling, VA: Stylus Publishing. For more detailed information about this study, please contact cmathiso@mail.sdsu.edu.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.