| This study investigated the application of a set of instructional strategies in four English workshops. They were designed for high school students of limited-English proficiency Awaiting Redesignation. There were no more than twenty students per workshop. They met on three consecutive Saturday mornings in four hour academic sessions. Each teacher received a syllabus of readings and a set of instructional strategies. Students received a packet of reference materials. Teachers had the freedom to teach the syllabus using their own style, and order of lessons. The instructional strategies were to be applied in the delivery of the lessons.; The researcher and two assistants made observations of instruction, using public school observation forms, and an observation form developed by the researcher. Each observation lasted fifteen-minutes, and there were at least three observations made for each teacher, each Saturday. Additionally, all the students in attendance were asked to respond to the same questionnaire at the end of each workshop session.; Observations and questionnaires were qualitatively analyzed. The student questionnaire answers were compared to the lesson planning objectives self-reported by the teacher. The analysis suggested that the teachers did utilize the instructional strategies in their delivery of the workshop curriculum.; The quantitative analysis consisted of analyzes of the test results for the Language Assessment Scales in reading and writing for the experimental group. The results for each workshop section were displayed in histograms. A Oneway Analysis of Variance was performed. Results showed no significant differences between group Mean performances in both LAS-Reading and LAS-Writing.; A T-test for Independent Sample Means was conducted usi ng the experimental group data and comparable test data for another group: Students who qualified to take the workshops, but who did not attend. Results of the T-tests for the LAS reading and writing performance of the two groups, were not statistically significant. However, there was greater variability in the scores of the comparison group. |
