Effects of concept-based instruction on an English language learner in a rural school: A descriptive case study

Bilingual Research Journal, Summer 2003 by Twyman, Todd, Ketterlin-Geller, Leanne R, McCoy, Jan D, Tindal, Gerald

Abstract

The No Child Left Behind Act of 2001 calls for a radical restructuring of the educational system, forcing low-performing schools and districts to make widespread changes in current assessment policies and instructional practices. Our previous research on low-performing students and students with disabilities indicates that significant gains in learning can be attained by intentionally aligning curriculum and instruction with assessment using an instructional approach called conceptbased instruction. The purpose of this paper is to describe the positive impact of concept-based instruction on one English language learner in a rural school district. This research is part of a much larger effort at validating concept-based instruction as an instructional approach.

Introduction

The No Child Left Behind Act of 2001 (NCLB), enacted in 2002, calls for radical restructuring of the educational system and amends the Elementary and Secondary Education Act (1965). NCLB mandates that low-performing schools and districts make widespread changes in current assessment policies and instructional practices. NCLB requires that the academic achievement of all children be measured in reading, writing, and math. Scores from these annual tests impact the entire educational enterprise, from school funding to parental school choice. Most affected by this legislation are districts in rural areas with concentrated populations of culturally and linguistically diverse (CLD) students. These districts must struggle to balance budgetary demands specific to geographically diverse areas and locate necessary educational resources in a limited environment. Under this legislation, restricted access to personnel and services necessary to support the learning needs of CLD students exacerbates the struggle of rural schools to provide appropriate instructional opportunities (Reyes & Rorrer, 2001).

Under NCLB, high-stakes decisions are based on the results of disaggregated statewide assessment data. The academic progress of individual students is jeopardized if these districts cannot provide effective instructional interventions for CLD students, with consequences including reallocating Title I funds that support supplemental services or transporting students to alternate school facilities. Given the current accountability climate, the highest priority for educators is to change current instructional practices in order to promote high academic achievement for all students. Our previous research on low-performing students and students with disabilities indicates that these students can attain significant gains in learning if schools intentionally align curriculum and instruction with assessment using an instructional approach called concept-based instruction (CBI). (See Nolet & Tindal, 1994; Hollenbeck & Tindal, 1996; McCleery & Tindal, 1999.) The purpose of this article is to describe the positive impact of CBI on one English language learner in a rural school district.

For traditional instruction of content material to be successful, students must enter the learning environment with the necessary prior knowledge and reading and writing skills to access content material. However, deficiencies in basic reading and writing skills in English often prevent CLD learners from understanding the content. These discrepancies between current content knowledge and needed reading and writing skills place students with limited English proficiency, low basic skill competencies, and/or learning disabilities at risk of academic failure. Current trends in dropout rates, low achievement, and referrals for special education services illustrate the magnitude of this issue for CLD students (Gersten & Brengelman, 1994). To remove the barriers for content acquisition and to promote academic success for CLD students, teachers must appropriately modify instruction and reduce the emphasis and reliance on the English reading skills needed to understand the content and the writing skills necessary to express content knowledge required in typical classrooms. The authors acknowledge that it is challenging and time consuming for teachers to adjust delivery methods and techniques to incorporate effective strategies for meeting diverse student needs while including meaningful learning experiences (Gersten & Brengelman, 1994). Teachers need effective research-based instructional approaches that promote content acquisition while developing English-language skills (Gersten & Jimenez, 1998; Reyes & Rorrer, 2001). CBI provides the necessary support to accomplish these instructional goals within the unique constraints of rural school districts, which may face challenges such as limited funding and inadequate expertise in accommodating CLD students.

Concept-Based Instruction

Extensive research has been conducted to examine effective instructional strategies for teaching content material to CLD students (Gersten & Jimenez, 1998). Key features of these strategies include identifying big ideas, scaffolding instruction, providing visual displays of information, linking prior knowledge and experience, and verbally interacting with students throughout the learning process (Gersten & Brengelman, 1994). Additionally, incorporating higher order thinking skills into classroom instructional procedures promotes understanding of content material while reducing cognitive demands for memorizing (Gersten & Jimenez, 1998). The critical components of CBI are consistent with these techniques.