¶ … exist about middle school ELLs' vocabulary acquisition through the use of web-based vocabulary platforms. What the past research or approaches on language acquisition (either through technology or through some other form) has focused on. Also, what research has there been in the state of Maryland's school district Prince George's county, if any.
There is certainly a wealth of research when it comes to web-based vocabulary learning platforms. One such example was detailed in a 2014 treatise by Liu, Lan and Ho (2014). The program in question is a self-regulated one that makes use of web-based tools like Google Docs and others to assist with learning. This tool is specifically used as a way to teach English to people that started life with a different language. The study by Liu and her colleagues explored a further step towards identifying the factors involved in such a tool including a web-based collaboration tool known as SRvsWBC. A total of more than two hundred students were involved in the study and undertook the vocabulary tasks that were meted out to them. The findings of the study revealed that "collaboration using a web-based tool affects knowledge development, and provides insights into the integrated spectrum of self-regulation, L2/FL learning and web-based technology that will be useful for pedagogy (Liu, Lan & Ho, 2014).
As for ELL's that are present in Maryland, the author of this response found some state-wide data that is useful. Indeed, there was a review of ELL's and their proficiency in reading, writing and listening as compared to their proficiency on Maryland School Assessments that pertain to mathematics in particular. Published in 2013, the review talks about how ELL's typically lag behind their native English-speaking counterparts. Not only that, there seem to be no variation based on locale or demographics. In other words, a
To be clear, there was no variance found based on grade level, gender or ethnicity. The study being cited in this paragraph was authored by Michael C. Johnson and was published in 2013. The specific focus of the study was a rural area but many of the facts and data underpinning the research as it started was for the entire state (Johnson, 2013).
2. Research needed about the classic ways middle schools have tried to promote language acquisition for ELL students and why there is now a move to use web-based platforms.
There are obviously schools out there that are using antiquated technology and methods when it comes to
teaching any number of subjects. However, an embracing and utilization of web-based and other digital platforms is vital as this is obviously becoming the way of the world within the
21st Century and beyond. A study that really drills down on this was authored by Solari, Petscher and Folsom in 2014. Their study was a little wider than just middle school kids but the lessons to be learned are still consistent. Indeed, Solari and her colleagues looked at third through tenth grades and they were examining literacy growth among students in high-risk groups. Of course, one of those groups was English Language Learners, or ELL's. Other groups that were singled out were the learning disabled (LD) and those that were both an ELL and LD at the same time. The arcs of all three groups as they proceeded through their battery of learning was tracked. One of the details of the three groups that was closely monitored was the socio-economic status (SES). For simplicity, people were designated as SES-challenged if they were on free or reduced lunches at their school. Indeed,
poverty of any sort is no small thing as the study by Solari et al. found that people with lower SES statuses performed at a lesser level across the board as compared to those that were not in poverty. However, people in all three groups (ELL, LD and ELL/LD) all performed worse than kids that were not in any of those three groups. However, poverty clearly made things worse with all else equal. To state the obvious, there are obviously more systemic and widespread problems in school districts that are more widely impoverished than school…
