English language learners learning strategies’ in the classroom : a multiple case study of adolescent newcomers in a middle school

This study was designed as a qualitative case study focusing on four Hispanic, newcomer, adolescent students enrolled in a Title 1 middle-school (grades 6-8) in a metropolitan area of Texas. The data collected for this study include a) pre- and poststudy semi-structured interviews, b) student artifacts, c) classroom observations, and d) participant-observer designed lessons. The data were coded by employing constant comparative method (Glaser & Strauss, 1967) and analyzed using inductive analysis. Findings revealed when ELL students are able to use technology and collaborate, they employ a variety of dynamic learning strategies. Additionally, learning is enhanced when teachers encourage L1 to support English learning, have integrated content and language classes, and support collaborative learning. Implications for pedagogy and policy will be discussed