A Multi-Modal Intervention for English Language Learners: Preliminary Results

Miller, R.; Mackiewicz, Sara Moore; Correa, Vivian I.

doi:10.1353/etc.2017.0010

Cited by 6 publications

(2 citation statements)

References 17 publications

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“…ELs can be exposed to their native language only when certain family members are present, or they can be expected to solely use their native language at home. (August, Shanahan, & Escamilla, 2009;Cirino et al, 2009;Lugo-Neris et al, 2010;Miller, Mackiewicz, & Correa, 2017;Summers, Bohman, Gillam, Pena, & Bedore, 2010;Swanson, Saez, & Gerber, 2006;Tong, Lara-Alecio, Irby, Mathes, & Kwok, 2008;Vaughn et al, 2006)…”

Section: Language Acquisitionmentioning

confidence: 99%

Knowledge, Concerns, And Interventions Related To D/deaf English Learners

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like way and uses many different sounds, including sounds that begin with p, b, and m Babbles when excited or unhappy 7 months to 1 year Babbles using long and short groups of sounds ("tata, upup, bibibi") Babbles to get and keep attention *Individuals who are D/HH will begin babbling between 4 and 6 months and stop between 7 to 9 months Has one or two words by first birthday 1 to 2 years Acquires new words on a regular basis Uses some one-or two-word questions (Where's doggie?) Puts two words together (more doggie) 2 to 3 years Has a word for almost everything Uses two-or three-word phrases to talk about and ask for things Speaks in a way that is understood by family members and friends 3 to 4 years Answers simple, "Who, what, where, and why?" questions Talks about activities at daycare, preschool or friends' home Uses sentences with four or more words 4 to 5 years Uses sentences that give many details Communicates easily with other children and adults Uses adult grammar

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Section: Language Acquisitionmentioning

confidence: 99%

Knowledge, Concerns, And Interventions Related To D/deaf English Learners

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“…It helps distinguish between narrative variations and impaired narratives, enabling clinicians and educators to provide suitable support and interventions (Méndez et al, 2023). Furthermore, culturally responsive interventions, like the creation and sharing of dual-language identity texts, have demonstrated efficacy in enhancing vocabulary and narrative abilities, particularly in English Language Learners (ELLs) (Miller et al, 2017). Such practices not only foster language skills but also promote student engagement and achievement by valuing students' cultural and linguistic heritage.…”

Section: Monitoring Linguistic and Narrative Competences In Multicult...mentioning

confidence: 99%

Digital Stories and Inclusive Cultures at School: A Research Study in an Italian Primary Multicultural Classroom

Manganello,

Baldacci

2023

Preprint

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This study investigates the effectiveness of digital storytelling in enhancing linguistic and narrative skills in a multicultural primary school in Genoa, Italy. Spanning four months, the quasi-experimental intervention involved eight lessons based on active, participatory, and experiential learning. Focusing on a diverse student body, especially those with migratory backgrounds, the study assessed linguistic competence and narrative skills pre- and post-intervention. Results from the Italian language proficiency test showed most students at B1 level, with a notable performance in narrative aspects among A2+ level students, despite linguistic challenges. Rubrics used for qualitative analysis revealed improvements in classroom dynamics, inclusivity, and student engagement. The study, however, faced limitations due to its short duration and limited sample size. Despite these constraints, the findings highlight digital storytelling as a valuable tool for multicultural education, enhancing narrative competence and fostering inclusivity. Future research should explore its long-term effects and applicability in diverse educational environments.

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