A Responsive Teaching Method for English Language Learners and Other Students:

Impact of the Instructional Conversation (IC) on Student School Achievement 

 By

Pedro R. Portes, Ph.D. 

University of Georgia  

(This study was funded by the Institute of Educational Sciences Grant # R305 100670)

Abstract

This session describes aspects of an Institution of Education Sciences (IES) funded study designed to improve instruction for English Language Learners (ELLs). It is an efficacy trial implementing the Instructional Conversation (IC) pedagogical model that professional development (PD) and coaching for teachers. This trial is currently in its last phase of implementation. Data were gathered during and after PD for one year before the first teacher cohort was utilized as part of a randomized control trial to evaluate the efficacy of the Instructional Conversation (IC) pedagogy. Our findings here are related to both challenges and measures we have taken to address fidelity of implementation and promoting success for teachers provided through extensive and sustained IC professional development with coaching, renewal conferences, and on-line support. We describe also counterfactual work after the first cohort participated in a one-week, face-to-face training the summer before their practice year. Data including student outcomes from the first cohort as they completed their efficacy trial is examined along with teacher logs,  and video evidence. Different types of methods were used to detect obstacles, successes, and to document fidelity of implementation.

 The main research question is if this pedagogy improves student learning for English learners and others. A second question is the extent to which the professional development was adhered to by teachers in the experimental group.

Introduction

1. Instructional Conversation Literature

The Instructional Conversation (IC) program is a complete classroom pedagogy that enables teachers to focus on teaching through small-group dialogue with students, a format allowing highly individualized instruction for each student, and one that has proven successful with English Language Learners (ELLs). Among currently promising programs, the IC is the most mature in research-and-development, and the most solidly anchored in both sociocultural and cognitive-developmental theory. Instructional Conversation is supported by four decades of multi-method research, and a preponderance of positive evidence with major US ELL populations.

            A decade ago, an early version of IC was tested in two small, but important, studies, subsequently reviewed by the What Works Clearinghouse (WWC). Both studies met evidence standards, however, both with limitations. One study (Saunders, 1999) delivered the IC intervention as a key component of an elementary language-arts program. This study found differences between control and experimental groups in terms of English language development and reading achievement. The quasi-experimental nature of this study, however, limited inferences that could be made from study results. The second study (Saunders & Goldenberg, 1999a) was a randomized, controlled trial that showed statistically significant effects of IC on achievement. This study, however, was also problematic, due to both limited delivery of the IC intervention, as well as the type of outcome measures used. In a comparison report by the WWC of all published studies in literacy and language development of ELLs, the IC approach ranked highest in English Language development. In addition, these rankings far surpassed the average rank of any competitive program (Institute for Educational Sciences, 2007). The study described herein has both implemented and tested a full enactment of the IC model, testing for efficacy of the IC model toward improving the affective, cognitive, and English language development of English Language Learners (ELLs). 

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