Testing the efficacy of science, literacy and language integrated instructional models for lower elementary-grade multilingual learners

This experimental study examines the benefits and limits of a science, language, and literacy integrated curricula with Multilingual Learners (MLs). The curricular intervention is based on the premise that language processes, specifically reading, writing, and discourse instruction are better served when these language processes are means to subject matter learning. Although there is a knowledge base of the efficacy of similar instructional models for middle school and upper grade MLs, this study examines the effects of a science, language, and literacy integrated curricula on early elementary grade MLs (n = 307). In this study, classrooms in the United States that housed second and third grade MLs were randomly assigned to one of four conditions: 1. Science and Literacy Integrated Curriculum; 2. Science-Only Curriculum; 3. Literacy-Only Curriculum; 4. No treatment comparison group. The study included four conditions to distinguish the effects of the integrated curriculum on MLs' learning. Results showed that the science, language, and literacy integrated curriculum outperformed two of the three comparison conditions in science vocabulary and science knowledge, but not in science reading.