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Abstract/Description

The current literature on young English learners identifies that these students often struggle academically in comparison to English-speaking students, revealing a significant need for teaching strategies geared toward English learners. Previous research also shows that English learners require additional resources and strategies to promote their comprehension and retention of information. In this article, effective strategies for increasing long-term language comprehension in English learners will be explored across science, social studies, and math content areas with consideration to memory research. The purpose of this article is to convey the importance of comprehension strategies for English learners and to describe the themes between the best teaching practices in science, social studies, and math. English learners show increased language and content comprehension when teachers’ lessons incorporate strategies that address and account for their academic challenges. This article concludes with the implications of this research on English learner education and recommendations for future research.

Note on the Author

Apryl Danwah graduated with a double major in Elementary Education and Psychology. This article, along with lesson plans and a Google site, was written in the completion of her honors thesis. Her thesis was completed during the Spring 2022 semester under the mentorship of Dr. Jacquelynne Boivin (Elementary & Early Childhood Education). After graduating, Apryl plans to pursue a master’s degree in Elementary Education at BSU before teaching at an elementary school. She also hopes to later pursue a Ph.D. in Education or a career in psychology after several years of teaching.

Rights Statement

Articles published in The Undergraduate Review are the property of the individual contributors and may not be reprinted, reformatted, repurposed or duplicated, without the contributor’s consent.

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