STUDENT-CENTERED LEARNING OPPORTUNITIES FOR ADOLESCENT ENGLISH LEARNERS IN FLIPPED CLASSROOMS - Research report

Oct 15, 2026

Examines student-centered learning opportunities for adolescent English learners within flipped classrooms, focusing on how repurposed class time shapes engagement and outcomes. Motivates the study with growth in limited-English-proficiency enrollment in Massachusetts and rising academic demands under Common Core. Reviews literature and frames flipped learning as a blended approach that shifts direct instruction to out-of-class time, enabling interactive activities, collaborative work, guided inquiry, and formative support. Reports research design, methods, analysis procedures, and findings across school context factors and English-learner-specific practices.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages36

Reading Time1 h 31 min

AccessFree to download

Introduction

Review of Literature

Theoretical Frame

The Current Study

Research Design

Study Overview

Research Setting

Research Participants

Research Methods

Analysis

Findings

Situating Flipped Learning in a Secondary School

A Situated Definition of Flipped Learning

School Context Factors That Support Flipped Learning

Flipped Learning with English Learners

Innovative Practices for English Learners

Discussion

Dissemination of Findings

Future Directions

References

Appendices

Delphi Interview Protocol

Classroom Observation Protocol

Tables

Descriptive Statistics School

A Situated Definition of Flipped Learning

School Context Factors Supporting Flipped Learning

Affordances of Flipped Learning with EL students

STUDENT-CENTERED LEARNING OPPORTUNITIES FOR ADOLESCENT ENGLISH LEARNERS IN FLIPPED CLASSROOMS Principal Investigators: Avary Carhill-Poza, Ph. D. Panayota Gounari, Ph. D. Department of Applied Linguistics University of Massachusetts Boston In Massachusetts, the English learner population grew by 149 percent to 71,000 students between 2002 and 2011, with English learners now comprising 7.1 percent of the state’s student population Introduction Review of Literature .............................................................................................. p. 5 Theoretical Frame ................................................................................................. p. 6 The Current Study................................................................................................. p. 7 Research Design Study Overview ..................................................................................................... p. 8 Research Setting .................................................................................................. p. 8 Research Participants ........................................................................................... p. 8 Research Methods................................................................................................ p. 9 Analysis ............................................................................................................. p. 11 Findings Situating Flipped Learning in a Secondary School .................................................. p. 12 A Situated Definition of Flipped Learning............................................................... p. 16 School Context Factors That Support Flipped Learning .......................................... p. 20 Flipped Learning with English Learners.................................................................. p. 25 Innovative Practices for English Learners ............................................................... p. 27 Discussion Dissemination of Findings.................................................................................... p. 32 Future Directions ................................................................................................ p. 32 References ......................................................................................................................... p. 33 Appendices A. Delphi Interview Protocol ................................................................................. p. 35 B. Classroom Observation Protocol ....................................................................... p. 35 Tables 1. Descriptive Statistics School ............................................................................ p. 13 2. A Situated Definition of Flipped Learning........................................................... p. 16 3. School Context Factors Supporting Flipped Learning .......................................... p. 20 4. Affordances of Flipped Learning with EL students............................................... p. 26 Student-Centered Learning Opportunities for Adolescent English Learners in Flipped Classrooms 3 INTRODUCTION T oday, more than five million students in United States schools speak a language other than English at home and are classified as having limited English proficiency (NCELA, 2011) . As the fastest-growing segment of the school-age population, English learners have long been overlooked and underserved (Gándara & Contreras, 2008; Ruiz-deVelasco & Fix, 2001) . In Massachusetts, the English learner population grew by 149 percent to 71,000 students between 2002 and 2011, with English learners now comprising 7.1 percent of the state’s student population (Massachusetts Department of Elementary and Secondary Education, 2012) . At the same time, the implementation of Common Core State Standards (CCSS), a concurrent curriculum and assessment movement, has incr

FAQs

What is the flipped classroom model discussed in the document?

In a flipped classroom, traditional roles are switched so students access direct instruction (including teacher lectures and online content) outside of class, while valuable class time is used for interactive activities, collaboration, and guided inquiry projects.

Why does the study focus on adolescent English learners?

English learners have been overlooked and underserved, and Massachusetts has seen substantial growth in this population. The study aims to understand how flipped learning affects adolescent English learners’ experiences and outcomes.

What research topics are covered in the findings section?

The findings include a situated definition of flipped learning, secondary-school context factors that support it, flipped learning with English learners, and innovative practices designed to support those learners.

Oct 15, 2026

Uploaded by Alex Sinclair