Year: 2025
Type: article
Abstract: ABSTRACT This study investigates the types of instruction multilingual learners (MLs) experience in the general education classroom in upper‐elementary school. Using the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS‐K) we examine the types of instructional practices MLs experienced in reading, math, and science in fourth and fifth grade. Findings suggest there is no practical systematic variation in the frequency of use of instructional practices for MLs and non‐MLs in reading, math, and science. This result suggests there is not much evidence of teachers' differentiated practices based on who the students are. Thus, teachers may be missing out on opportunities to use effective instructional practices to further support MLs' learning.
Source: TESOL Journal
DOI: 10.1002/tesj.70088
Authors: Laura Northrop, Elena Andrei
Institution: Cleveland State University
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
Estimated APC paid: $2,850
OpenAlex ID: W4415994176