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Across 25 hours of field-note coding over six months in the 2009–2010 school year, observations indicate high engagement when students creatively manipulate new grammatical forms and vocabulary in varied ways. Findings conclude the focal teacher’s mixed-methods strategies were generally successful at promoting engagement among high school ELD learners.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/promoting-student-engagement-during-integrative-lessons-a-model-classroom/597900/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/promoting-student-engagement-during-integrative-lessons-a-model-classroom/597900.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What teaching approach does the study focus on for ELD students?","Question",{"text":112,"@type":113},"The study focuses on integrative grammar-and-vocabulary-related activities that involve students in their own education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was engagement measured in the study?",{"text":117,"@type":113},"Engagement was assessed through a mixed-methods approach, including coding 25 hours of field notes for engaged and noncompliant behavior over six months.",{"name":119,"@type":110,"acceptedAnswer":120},"What classroom activities showed the highest engagement?",{"text":121,"@type":113},"Engagement was highest during activities where students creatively manipulated new grammatical forms and vocabulary words in a variety of ways.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597900,1792619867,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","HEATHER STURMAN  \nUniversity of California, Davis  \nPromoting Student Engagement During Integrative Lessons: A Model Classroom  \nUsing integrative grammar-and vocabulary-related activities, the high school English language development (ELD) teacher in this qualitative case study engaged her students by involving them in their own education. Drawing on research addressing student engagement (Kelley, Lesaux, Kieffer, & Faller, 2010; Norton & Toohey, 2001; Ryan, 2008), I coded 25 hours of field notes for instances of engaged and noncompliant behavior during integrative activities over 6 months during the 2009-2010 school year. The focal teacher employed a mixed-methods approach, and I observed that engagement was high during activities that had students creatively manipulating new grammatical forms and vocabulary words in a variety  \nof ways. My findings suggest that this teacher’s methods were generally successful in promoting the engagement of her high school ELD students.  \nIntroduction  \nWhile research has been conducted on child and adult second-lan  \nguage learners, not enough has been done on adolescent learners  \n(Carhill, Suárez-Orozco, & Páez, 2008; Harklau, 1999; Ruiz-deVelasco & Fix, 2000). English language learners (ELLs) often are placed in English-only content classes as well as English language development (ELD) classes in which students’ native languages and cultures can be suppressed in favor of English and US culture. Particularly in content classes, teachers may have little training in teaching ELLs and have to teach to the majority (i.e., native Englishspeaking students) because of time constraints, which can lead to unintentional marginalization of ELLs (Short, 1999) . Not all ELLs can read at grade level or comprehend and produce oral English well enough to understand and communicate with their teachers, counselors, or peers (Ruiz-de-Velasco & Fix, 2000) . In 2010, 43% of California’s population reported that they spoke a language other than English in the home (U.S. Census Bureau, 2010) . These statistics, particularly in California, a state where native English-speaking (NES) whites are the minority (Baldassare, 2000), need to be considered when “English-only” policies are implemented. Not all students arrive with equal preparation for mainstream education, particularly not adolescents, who are developing lin-  \n272 • The CATESOL Journal 24.1 • 2011/2012  \nguistic and cultural identities as they prepare for adulthood. This study reportson one high school ELD class during the 2009-2010 school year focusing on how the teacher motivated her students to learn and how the students exhibited engagement during integrative grammar and vocabulary lessons.  \nLiterature Review  \nDefining Engagement  \nEngaged language learners exhibit a variety of characteristics that can lead to effective language learning in social contexts. Several second language acquisition researchers have developed criteria that define such effective language learners (Bernhardt, 2009; Kelley, Lesaux, Kieffer, & Faller, 2010; Naiman, Frohlich, Stern, & Todesco, 1995; Norton & Toohey, 2001; O’Malley & Chamot, 1990; Rubin, 1975; Ryan, 2008) . An effective language learner:  \n• Is involved in the language classroom and in social contexts in which potential for communication in the target language (TL) is present (Norton & Toohey, 2001) . He or she is motivated to communicate often and is not afraid to “appear foolish” when attempting to produce new linguistic forms (Rubin, 1975);  \n• Develops a metacognitive awareness of the TL as a system and can attend to linguistic form and meaning, as well as communication and cultural norms that are connected to the TL (Naiman et al., 1995; O’Malley & Chamot, 1990);  \n• Can monitor his or her own and others’ performance of the TL (Naiman et al., 1995; O’Malley & Chamot, 1990; Rubin, 1975);  \n• Employs a variety of learning strategies, including guessing, management of demands placed upon them by language lea","cbCaidEU5PFk7wyt","https://ap.wps.com/l/cbCaidEU5PFk7wyt","pdf",577561,15,"English","# Introduction\n# Literature Review\n## Defining Engagement","[{\"question\":\"What teaching approach does the study focus on for ELD students?\",\"answer\":\"The study focuses on integrative grammar-and-vocabulary-related activities that involve students in their own education.\"},{\"question\":\"How was engagement measured in the study?\",\"answer\":\"Engagement was assessed through a mixed-methods approach, including coding 25 hours of field notes for engaged and noncompliant behavior over six months.\"},{\"question\":\"What classroom activities showed the highest engagement?\",\"answer\":\"Engagement was highest during activities where students creatively manipulated new grammatical forms and vocabulary words in a variety of ways.\"}]","Promoting Student Engagement During Integrative Lessons: A Model Classroom | PDF",1792085914,38]