Instructional Methods for Limited English Proficient Students in Subject Area Courses

Abstract

This paper studies the question of what instructional strategies are most effective for classrooms with limited English proficient (LEP) students when teaching history content courses.  Two specific instructional strategies are researched.  The first is the ordering of direct instruction and constructivist activities.  Is it best to begin with direct instruction, then move to a constructivist activity or is it best to order lessons in reverse order?  The results of the study also offer insight into the efficacy of doing only direct instruction vs. constructivist activities.  The second question studied is regarding group vs. individual work.  Which type of work results in the most and deepest content knowledge for LEP students and what is useful about each type of work?

A controlled experimental method was used with pre and post quizzes, teacher/researcher observation, and student surveys and interviews.  The study finds that student learning is maximized for LEP students when direct instruction precedes a constructivist activity.  Using both instructional strategies, but in this order, was shown to be the most effective instructional strategy.  Individual vs. group work showed less clear results, but the student interviews provided insight into why LEP students sometimes prefer group work, even if their knowledge gained is not noticeably increased.