Effects of Implementing Classroom Instructional Models on English Language Learners' Cognitive and Affective Outcomes

Abstract

Abstract The purpose of the present study was to examine alternative instructional strategies for improving the education of English language learners (ELLs). More specifically, the present study provides descriptive and comparative information on the use of different instructional approaches that were implemented by 17 bilingual teachers and their 325 Hispanic ELLs from five elementary schools located in a medium-sized metropolitan school district in the south central region of the United States. The three instructional approaches examined in the study were (a) ESL in the Content Areas (Chamot & O'Malley, 1986), (b) Effective Use of Time (EUOT) (Stallings, 1980, 1986), and (c) a combination approach including both ESL in the Content Areas and EUOT. The fourth group included in the study did not receive any training and functioned as the control group. The analysis of covariance results revealed that the EUOT group had significantly higher posttest scores on reading and language arts achievement than all the other groups. The combined treatment group was also found to have significantly lower posttest scores in reading and language arts achievement than all the other groups. The multivariate analysis of variance results revealed that there were statistically significant differences among the four groups on students' perceptions of their classroom learning environment. Generally, students in the EUOT group had more favorable attitudes than students in the other groups. The implications of these findings are discussed in the paper.