Barbara Acosta
The George Washington University, CEEE, Faculty Member
- Teacher Education, Multiculturalism, Multi- & Bilingualism & Biliteracy, Multilingualism, Program Evaluation, Bilingual education (mother tongue-based), and 13 moreEducation, Languages and Linguistics, Culture, Estudio del Conflicto armado El Salvador 1980s, Reading, Assessment, Bilingualism, Language Acquisition, English language teaching, Teaching English as a Second Language, Teaching English As A Foreign Language, English As a Second Language (ESL), and Bilingual Education; Dual Language Programs, Early and Late Immersion, and the role of the L1edit
- Retirededit
The purpose of this study was to address the need for more definitive understanding regarding factors that can contribute to closing the achievement gap for English language learners (ELLs). The dissertation employed a mixed-method,... more
The purpose of this study was to address the need for more definitive understanding regarding factors that can contribute to closing the achievement gap for English language learners (ELLs). The dissertation employed a mixed-method, ex-post facto design to investigate which literacy instructional approaches and which related practices within the early grades of two-way bilingual immersion (TWBI) programs influence long-term growth in literacy achievement. The sample consisted of 300 students and 57 teachers in five two-way bilingual immersion programs in the Houston, Texas Independent School District. During Phase 1 of the study, qualitative and quantitative data from teacher and administrator interviews and surveys were examined in order to identify independent variables for subsequent analyses. During Phase 2, outcomes from standardized tests of reading were analyzed to assess literacy achievement gap closure for native English
speakers (NES) and native Spanish speakers (NSS) in each language. After controlling for prior differences in student background variables, data were assessed to determine the predictive power of the independent variables identified in the first phase of the study on reading outcomes in each language in Grades 3 to 6. Results indicated that students from both language groups were achieving on or above grade level in Spanish in Grades 1 - 4, and that ELLs had closed the achievement gap in English reading by the early grades of middle school. Predictors of Spanish reading differed for each language group. For upper grade English reading, students who had experienced a balanced set of instructional practices within a literacy instructional approach that was consistent with the goals of TWBI tended to outscore those who had been exposed to either a scripted approach or to other, less principled approaches to literacy instruction. Results from this study challenge the designation of “at-risk” for ELLs and suggest that, within an enriched, additive bilingual program, implementation of thoughtful professional judgment by well prepared teachers is more appropriate to biliteracy development than the use of rigidly controlled instructional practices, restricted definitions of literacy, or a narrow focus on test scores.
speakers (NES) and native Spanish speakers (NSS) in each language. After controlling for prior differences in student background variables, data were assessed to determine the predictive power of the independent variables identified in the first phase of the study on reading outcomes in each language in Grades 3 to 6. Results indicated that students from both language groups were achieving on or above grade level in Spanish in Grades 1 - 4, and that ELLs had closed the achievement gap in English reading by the early grades of middle school. Predictors of Spanish reading differed for each language group. For upper grade English reading, students who had experienced a balanced set of instructional practices within a literacy instructional approach that was consistent with the goals of TWBI tended to outscore those who had been exposed to either a scripted approach or to other, less principled approaches to literacy instruction. Results from this study challenge the designation of “at-risk” for ELLs and suggest that, within an enriched, additive bilingual program, implementation of thoughtful professional judgment by well prepared teachers is more appropriate to biliteracy development than the use of rigidly controlled instructional practices, restricted definitions of literacy, or a narrow focus on test scores.
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... Guide for Refining State Assessment Policies for Accommodating English Language Learners Charlene Rivera, Lynn Shafer Willner & Barbara Acosta The George Washington University Center for Equity and Excellence in Education... more
... Guide for Refining State Assessment Policies for Accommodating English Language Learners Charlene Rivera, Lynn Shafer Willner & Barbara Acosta The George Washington University Center for Equity and Excellence in Education October 16, 2008 1 Page 2. 2 ...
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A review of state accommodations policies and the results of a Delphi process resulted in recommendations for best practices in accommodating English language learners on state content assessments.
How is the classroom dynamic affected when native English speakers and heritage language speakers learn academic content together in two-way immersion programs? What influenced teachers to believe that their students were "twice as... more
How is the classroom dynamic affected when native English speakers and heritage language speakers learn academic content together in two-way immersion programs? What influenced teachers to believe that their students were "twice as smart" as those who were enrolled in either traditional bilingual education or all-English pro- grams? This article examines qualitative data from interviews with two-way immer- sion teachers and administrators in five elementary school two-way immersion programs in which culturally and linguistically distinct groups of students learned aca- demic content together through their two languages. The article addresses how cul- tural capital differed for students, families and teachers from the two language groups, how the exchange of cultural capital occurred within the TWI, and the extent to which each group was advantaged or disadvantaged at school.
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The Promoting Excellence Appraisal System (PEAS)is designed to provide school districts with the information they need to make sound decisions about improvements most likely to produce higher student achievement for English language... more
The Promoting Excellence Appraisal System (PEAS)is designed to provide school districts with the information they need to make sound decisions about improvements most likely to produce higher student achievement for English language learners. The appraisal system examines eight sub-dimensions and corresponding sets of standards. These include •Leadership, •Qualified personnel, •Professional development, •Instructional program design, •Language instructional program implementation, •Content instructional program implementation, •Assessment and accountability, and •Parent and community outreach.
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What does it mean to build communities of practice in school districts with student populations that are linguistically and culturally diverse? What if all educators in a district expected the same wonderful outcomes of English learners... more
What does it mean to build communities of practice in school districts with student populations that are linguistically and culturally diverse? What if all educators in a district expected the same wonderful outcomes of English learners as they do for all students? What is the right combination of support and challenge for these students, and how do we ensure equity? This chapter describes the Promoting Excellence Appraisal System (PEAS) and how it was used to promote this conversation in school districts.