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Native Language Literacy

Pre-K and Latinos: The Foundation for America's Future

Author: Pre–K Now; Eugene E. Garcia and Danielle M. Gonzales

Summary: Latino families care about education, but many do not participate in preschool programs. Although Latinos are at great risk for school failure, research shows that they benefit more from Pre-K programs than children of other ethnic groups. This report from Pre-K Now discusses how to make preschool effective and accessible so that all Latino children get a strong foundation for learning.

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Tags: Bilingual Instruction; Bilingualism / Biliteracy; Latino ELL Students; Parent Involvement and Outreach / PTA; Reading;

Target Population: Preschool

Research Questions the Report Poses: How does Pre–K education positively impact the Latino population?

Findings:

  • Despite education being prominent and important in many Latinos' home countries, many Latinos in the United States do not have their children enrolled in Pre-K programs.
  • Pre-K programs are often cost-prohibitive for Latinos or unavailable in their areas.
  • Research shows that disadvantaged children who receive Pre-K education stand to make the biggest gains from that education.

Policy Recommendations:

  • Outreach to parents needs to be more effective. Parents of ELLs need to know about the options available to them in terms of Pre-K programs available.
  • Pre–K instruction needs to be available in the home language of minorities, especially ELLs.
  • In conjunction with the above, critical staff at Pre-K programs need to be bilingual to accommodate more ELL students' language needs.
  • Enrollment and eligibility requirements both need to be modified so as not to discriminate against ELLs or hinder them from getting into Pre–K programs.

Garcia, E.E., Gonzales, D.M. (2006). Pre-K and Latinos: The Foundation for America's Future. Pre-K Now Research Series: Washington, DC.

Reading and Language Outcomes of a Five-Year Randomized Evaluation of Transitional Bilingual Education

Author: From Johns Hopkins University: Robert E. Slavin; Nancy Madden; Margarita Calderón; From Success for All Foundation: Anne Chamberlain; Megan Hennessy

Summary: Recently published results from a 5-year randomized study indicate that Spanish-speaking children learn to read English equally well regardless of whether they are taught primarily in English or in both English and their native language. The first of its kind, the study compares English and Spanish language / reading performance of Spanish-dominant children who, from kindergarten, were randomly assigned to Transitional Bilingual Education or Sheltered English Immersion. A summary of the report is available through the What Works Clearinghouse website.

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Tags: Bilingualism / Biliteracy; Reading;

Target Population: Kindergarten and Elementary

Research Questions the Report Poses: What is the appropriate role of the native language in the reading instruction of English language learners?

Findings:
The findings of the present study reinforce the frequently stated conclusion that what matters most in the education of English language learners is the quality of instruction, not the language of instruction (August & Shanahan, 2006; Cheung & Slavin, 2005).

Policy Recommendations:
N/A

Slavin, R.E., Madden, N., Calderon, M., Chamberlain, A., & Hennessy, M. (2010). Reading and language outcomes of a five-year randomized evaluation of transitional bilingual education. Baltimore, MD: Johns Hopkins University.

Teaching English Language Learners: What the Research Does — and Does Not — Say

Author: Claude Goldenberg

Summary: This thorough review offers a comprehensive summary of existing research on issues related to the education of ELLs. Dr. Claude Goldenberg focuses on two major reviews of research, one by the National Literacy Panel on Language-Minority Children and Youth, and the other by the Center for Research on Education, Diversity, and Excellence (CREDE). Topics covered include: bilingual education, oral language development, reading instruction, curriculum, instructional methods, assessment, and accommodations.

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Tags: Bilingualism / Biliteracy; Comprehension; Differentiated Instruction; Language of Instruction; Language Proficiency; Phonological Awareness; Transfer of Literacy Skills; Vocabulary;

Target Population: All

Research Questions the Report Poses:

  • What is the state of our knowledge regarding policies and practices of instruction of ELLs-what do we know and what remains unanswered?
  • From the current body of research, what conclusions can we make about effective policies and practices?

Findings:

  • Most ELLs actually were born in the U.S., though most of their parents were born elsewhere.
  • By far, the majority of ELLs-80 percent-are Spanish speakers. This is an important fact to bear in mind, since Spanish speakers in the U.S. tend to come from lower economic and educational backgrounds than either the general population or other immigrants populations. Consequently, most ELLs are at risk for poor school outcomes not only because of language, but also because of socioeconomic factors.
  • A majority of ELLs (60%) are in essentially all-English instruction. Of these 12% receive no additional support or services, 50% receive some "LEP services" (Limited English Proficient), and 40% receive some instruction incorporating native language.
  • Teaching students to read in their first language promotes higher levels of reading achievement in English, probably due to "knowledge transfer" across languages, though it is not automatic.
  • What we know about good instruction and curriculum in general holds true for ELL s., ie benefits of explicit instruction of phonics, writing, and comprehension; contextual explanation of vocabulary; cooperative learning; interactive teaching.
  • Effects of "culturally-accommodated instruction" are uncertain.

Policy Recommendations:
Instructional modification for ELLs:

  • Make English texts accessible by choosing familiar content.
  • Build vocabulary in English.
  • Use the primary language for support.
  • Support ELLs in English-only settings also.
  • Assess knowledge and language proficiency separately.
  • Add time for ELLs to learn (extended day, after school, extended year, summer school, extra years to earn a diploma).
  • Promote productive interaction between ELLs and English speakers.

Goldenberg, C. (2008). Teaching English language learners: what the research does&mdash and does not&mdash say. American Educator, Retrieved from http://www.aft.org/pdfs/americaneducator/summer2008/goldenberg.pdf