Breaking The Silence For Long-Term English Learners With Risa Oral Interactions
Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
The research question addressed in this study was: how do RISA Oral Interactions increase LTEL’s participation, engagement, and academic language? Long Term English Learners (LTELs) are an underserved and growing population of students in the United States. These are students who are typically second generation immigrants, two to three grade levels behind and have made very little growth in acquiring academic English proficiency. In order to add to the very little research available on this population of students, the researcher wished to evaluate how a social constructivist strategy would impact learning. RISA Oral Interactions is a cooperative discussion framework developed by Jill Watson. The researcher compared these student interactions to teacher to whole group style of instruction. A mixed methods case study approach was used to gather data. First, the experimenter recorded field observations of lessons using the RISA Oral Interactions grouping. Next, student interactions were observed in both a teacher to whole group lesson and a RISA Oral Interaction lesson. Finally, student and teacher interviews were conducted to compare the two styles of instruction. It was determined that RISA Oral Interactions increase LTEL’s participation and engagement. RISA Oral Interactions may increase LTEL’s academic language use.
Case Study, Mixed Methods, Qualitative, Quantitative, Interview, Observation
ESL/ ELLs, Oral Language Development, LTELs, Oral Interactions
Noel, Emily, "Breaking The Silence For Long-Term English Learners With Risa Oral Interactions" (2018). School of Education and Leadership Student Capstone Theses and Dissertations. 4411.