Using Pictorial Glossaries as an Accommodation for English Learners: An Exploratory Study

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Pub Date : 2019-05-24 DOI:10.1080/10627197.2019.1615371

Sultan Turkan, Alexis A. López, René Lawless, Florencia Tolentino

引用次数: 4

Abstract

ABSTRACT In this article we explore the use of pictorial glossaries as an accommodation for English learners (ELs) with entry and emerging levels of English language proficiency. Drawing on survey responses from 98 middle school ELs and cognitive interviews with 10 of the survey participants, we examined the participants’ preferences and experiences with using accommodations and explored how some of them responded to NAEP mathematics items using pictorial glossaries. Our findings showed that the participants viewed the use of pictures, videos, and translations as useful, but they did not have a lot of experience using these types of accommodations. Also, we found that the pictorial glosses sometimes helped ELs with understanding the local meaning of words in the mathematics problems but not with the global meaning conveyed at the sentence level in the problems.

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运用图示词汇作为英语学习者的辅助工具:一项探索性研究

摘要在这篇文章中，我们探讨了使用图示词汇表来适应英语学习者（EL）的入门和新兴水平。根据98名中学ELs的调查结果和对10名调查参与者的认知访谈，我们检查了参与者使用住宿的偏好和体验，并探讨了他们中的一些人如何使用图形词汇表对NAEP数学项目做出反应。我们的研究结果表明，参与者认为图片、视频和翻译的使用很有用，但他们在使用这些类型的住宿方面没有太多经验。此外，我们发现，图形注释有时有助于ELs理解数学问题中单词的局部含义，但不能理解问题中句子层面传达的全局含义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Assessment EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

6.70%

发文量

期刊介绍： Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.