Concept Maps as Metacognitive Instructional Tools for English Language Learners

ID: 34228 Type: Virtual Brief Paper
  1. Rachel Barouch Gilbert, Noah Schroeder, and Olusola Adesope, Washington State University, United States

Saturday, October 22 1:30-1:50 AM

Abstract. Education of limited English proficiency students has posed an enormous challenge to the United States public education system. Difficulties triggered by language limitations hinder the academic growth of these students and affect their overall achievement. Alternative instructional tools, such as concept maps, may offer a unique approach to instruction offering multiple benefits to the English language learner. Research findings suggest that concept maps are useful instructional tools applicable with learners across a range of proficiency levels, without contextual limitations. This paper discusses the inherent metacognitive benefits concept mapping activities offer, and how these are ideal the for limited English proficient student’s success inside the classroom.

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