A comparative study of student results of two English as a second language programs

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Educators seek the best methods to teach their students on a daily basis. ELL learners not only have the hard task of acculturation, they are also expected to reach the same level of proficiency as their native English-speaking peers. Researchers have made efforts to seek out the best type of instruction for these ELL students. Accordingly, the debate continues about what type of instruction—inclusion or exclusion—best benefits these types of learners. This study was designed to examine the effect the types of instruction has on the ELL learner. The WIDA ACCESS test was administered to students at the end of the school year after receiving either inclusion or exclusion instruction to grades kindergarten through three in two districts in New Jersey. The outcomes of the scores were then analyzed using the independent samples t-test in a quantitative study design. Findings showed that in the four domains of listening, speaking, reading, and writing, only certain areas showed to be significant that the type of instruction has an impact on the ELL learner. This study confirmed that the delivery of instruction could play a significant role in the education of ELLs.

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