Enhancing Content Areas Through a Cognitive Academic Language Learning Based Collaborative in South Texas

Abstract

This article describes the implementation and assessment of the Content Area Program Enhancement (CAPE) model. Based on the Cognitive Academic Language Learning Approach, CAPE fosters a collaborative environment among teachers, administrators, and practitioners to improve instruction and achievement for English language learners. Specifically, the CAPE implementation in a predominantly Hispanic school district in south Texas is examined in terms of program goals, instructional support, administrator and teacher program critical assessment, and student assessment through the Texas Assessment of Academic Skills, a high-stakes, statemandated test. The CAPE approach was found effective with English language learning students, including those who were atrisk of dropping out of the school. Through several paired-samples t-tests on the students' reading and mathematics Texas Learning Indexes, the program was found to improve the student scores in both domains. The research also confirms that school commitment to improve their teacher instructional approach was crucial to the success of program implementation.