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

As rural schools struggle under political initiatives mandating the use of effective educational research, schools are under pressure to modify and extend services to meet the needs of the broadest possible constituency, despite limited and potentially reduced resources. These realities, combined with the potential of CBI, may provide the catalyst for meaningful change in CLD students' achievement and the services they receive.

Conclusion

As schools attempt to meet the goals outlined by NCLB, under which adequate yearly progress on statewide tests of all students is the marker of progress, it is clear that high-quality curriculum and instruction are necessary if students are to improve their performance on these measures. CBI is a tool that can easily align current texts and instruction to the state standards without the need for adoption of new curricula or extensive professional development. Furthermore, the potential consequences of not making adequate yearly progress puts rural schools in an untenable position. First, the possibility that the federal government could withhold Title I funds would further strap these schools financially because they have a large population of students who are eligible for these funds. Reducing already shallow budgets creates a situation in which students are even less likely to improve their scores. A second potential consequence involves parental choice. Under NCLB, a parent can enroll his or her child in another school if the child's current school is failing. This is not an option for parents of children in the school in this study because it is the only middle school in the district.

Current funding levels, combined with NCLB, necessitate that all schools find affordable and effective means of accommodating all students. For rural schools in particular, where CLD student populations have greater academic needs, CBI shows great promise as a potential tool to mitigate professional, economic, and legislated challenges.

References

Ausebel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart, & Winston.

Boehm, R. G., Hoone, C., McGowan, T. M., McKinney-Browning, M. C., & Miramontes, O. B. (1997). Our world's story (pp. 134-137, 320-324). Orlando, FL: Harcourt Brace & Co.

Dunston, P. J. (1992). A critique of graphic organizer research. Reading Research and Instruction, 31(2), 57-65.

Gersten, R., & Brengelman, S. (1994). Effective instruction for culturally and linguistically diverse students: A reconceptualization. Focus on Exceptional Children, 27(1). Retrieved November 10, 2002, from Academic Search Elite database.

Gersten, R., & Jimenez, R. (1998). Modulating instruction for language minority students. In E. J. Kameenui & D. W. Carnine (Eds.), Effective teaching strategies that accommodate diverse learners (pp. 161-178). Upper Saddle River, NJ: Merrill.

Hollenbeck, K., & Tindal, G. (1996). Teaching law concepts within mainstreamed middle school social studies settings. Diagnostique, 21(4), 37-58.