Abstract
Purpose. The purpose of this study was to determine if there is an increase in English proficiency for English language learners after the students are exposed to Basic Interpersonal Communication Skills (BICS) through specific ELD supplemental materials. The researcher looked at the percentage of English language learner students placed in this supplemental oral-language program; the English proficiency gained by the students, and the methods and strategies used to achieve these improvements. Methodology. A quasi-experimental research design was used to determine the effects of an ELD supplemental tool that was used daily for a semester. This study involved three groups, two that received the treatment and one control group. Findings. The students who received the short vowel sound ELD supplemental tool improved at least one ELD level in a semester. The study also proved that a well-designed tool will improve ELD levels and will increase ELL academic success in the target language. The students not receiving the treatment demonstrated a less significant increase. According to the data and statistics revealed through this study, the students in the control group did not improve their ELD levels. Conclusions and recommendations. It is recommended that further study of English language learners be conducted in several areas. This study examined only kindergarten students at two LAUSD schools. Replicating the study and expanding the age group up to eighteen years of age would provide additional information concerning the value of an English language development program. Moreover, replicating the study with first graders might offer another perspective on treatment for this population. While progress has been made in the last decade, there is a lack of research on English language learners post-Proposition 227. Even though this research provides an argument in favor of an ELD supplemental tool as an intervention for English language learners, equally important is the need for further research to identify what intervention is most successful.