Teachers who work with English as a Second Language learners will find ESL/ESOL/ELL/EFL reading/writing skill-building children's books, stories, activities, ideas, strategies to help PreK-3, 4-8, and 9-12 students learn to read.
Vocabulary & ELLs
Closing the Gap: Addressing the Vocabulary Needs of English-Language Learners in Bilingual and Mainstream Classrooms
Summary: Gaps in reading performance between Anglo and Latino children are associated with gaps in vocabulary knowledge. An intervention was designed to enhance fifth graders' academic vocabulary. The meanings of academically useful words were taught together with strategies for using information from context, from morphology, from knowledge about multiple meanings, and from cognates to infer word meaning. Among the principles underlying the intervention were that new words should be encountered in meaningful text, that native Spanish speakers should have access to the text's meaning through Spanish, that words should be encountered in varying contexts, and that word knowledge involves spelling, pronunciation, morphology, and syntax as well as depth of meaning.
Fifth graders in the intervention group showed greater growth than the comparison group on knowledge of the words taught, on depth of vocabulary knowledge, on understanding multiple meanings, and on reading comprehension. The intervention effects were as large for the English-language learners (ELLs) as for the English-only speakers (EOs), though the ELLs scored lower on all pre- and posttest measures. The results show the feasibility of improving comprehension outcomes for students in mixed ELL-EO classes, by teaching word analysis and vocabulary learning strategies.
Tags: Bilingual Instruction; Instructional Programs; Intervention; Reading; Vocabulary;
Carlo, M.S., August, D., McLaughlin, B., Snow, C.E., Dressler, C., Lippman, D.N., Lively, T.J., & White, C.E. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39, 188-215.
English Language Learners: Boosting Academic Achievement
Author: American Educational Research Association
Summary: With nearly one in twelve public school children receiving special assistance to learn English, researchers are investigating effective ways to teach English literacy and boost academic achievement for ELLs. This American Educational Research Association brief estimates that with explicit phonics instruction and frequent assessment, young ELLs can master the basics of English literacy. To sustain academic achievement, vocabulary and comprehension strategies must continue to develop in a structured, supported, and inclusive learning environment.
Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Fluency; Instructional Programs; Language Proficiency; Phonics; Phonological Awareness; Placement; Spelling; Transfer of Literacy Skills; Vocabulary;
Target Population: Preschool, Elementary
Research Questions the Report Poses: In spite of the debate over bilingual versus English-only education, the fundamental question remains: What are the best ways to teach English literacy to English language learners, and what rate of achievement in English is realistic to expect?
Findings:
- ELLs need the same kind of reading instruction that works for native speakers, more of it, and they need to be watched carefully so they get help adjusted to their language development needs as soon as they encounter problems;
- ELL students can learn basic English reading skills in two years, but their chances of falling behind later in school are greater than native English speaking children;
- There is no evidence that the extra teaching that ELLs need can be effectively offered in "pullout" programs that are not closely integrated with the main literacy program;
- ELLs benefit from lengthening the school day and/or year; and
- ELLs need teachers who can deliver reading instruction shown to be most effective, and these teachers need intensive professional development
Policy Recommendations:
- Give English language learners extra time and instruction in literacy, either through longer school days or extended years;
- Assign the best teachers to English learners and provide professional development in effective teaching strategies;
- Use proven techniques for teaching basic word recognition skills, including phonics and phonological awareness;
- Provide lots of practice reading and frequent assessments to pinpoint children's reading strengths and weaknesses;
- Provide structured academic conversation, built around books and other subject matter activities to build vocabulary and comprehension; and
- Provide several years of intensive, high-quality instruction to help students master the vocabulary, comprehension, and oral language skills that will make them fully fluent in speaking, reading, and writing English.
- Download research brief (89KB PDF)*
Resnick, L.B., Ed. (2004). English Language Learners: Boosting Academic Achievement. Research Points, 2(1). American Educational Research Association: Washington DC.
Improving Science and Vocabulary Learning of English Language Learners
Author: August, D., Artzi, L., & Mazrum, J. Center for Applied Lingustics, CREATE
Summary: This report analyzes and reviews current research of effective science instruction for English Language Learners (ELLs) and “the role of English language proficiency, learning in a second language, and first language knowledge in science learning,” and how it relates to instruction. In addition, the report examines and compares current research trends to the findings of two CREATE intervention studies that were effective in improving vocabulary and science knowledge.
Tags: Content Areas: Science;
Target Population: Middle School
Research Questions the Report Poses:
- What is the current research on effective Science instruction (including vocabulary/first language instruction) and ELLs?
- Which of these methods seems to produce the best results?
- Which intervention (CREATE) is more effective?/ Or what does the research suggest?
Findings:
- Under CREATE intervention 1: Results show that students, all of whom were English language learners in this particular study, performed significantly better on the posttest with vocabulary that they had been explicitly taught using intervention methods than on vocabulary they were exposed to, but not explicitly taught.
- Under CREATE intervention 2: Posttest results of students who had received the intervention showed statistically significant improvement over those who had not received it for both science knowledge and vocabulary.
- Both CREATE interventions were effective in developing the academic vocabulary of English learners. Intervention B, the QuEST intervention, which had an additional focus on building science content knowledge, was successful in accomplishing this goal (August, Branum- Martin, Hagan, & Francis, 2009).
- Combining good science teaching with scaffolding and a focus on language development is an effective method for helping English language learners in science classrooms.
August, D., Artzi, L., & Mazrum, J. (2010, August). Improving Science and Vocabulary Learning of English Language Learners. CREATE. Retrieved January 4, 2011 from: www.cal.org/create/resources/pubs/CREATEBrief_AcademicLanguage.pdf
Integrated Vocabulary Instruction: Meeting the Needs of Diverse Learners in Grades K-5
Author: Camille L. Z. Blachowicz, Peter J. Fisher, Susan Watts-Taffe / Learning Point Associates
Summary: The goal of this document is to provide the information that teachers and other educators need to implement an integrated and comprehensive approach to vocabulary instruction. Integrated means that vocabulary is a core consideration in all grades across the school and in all content areas across the school day. Comprehensive means that vocabulary instruction encompasses much more than a list of words to teach at the beginning of the week. Rather, it involves a common philosophy and shared practices, based on a solid understanding the knowledge base and supported by curricular considerations as well as classroom and school organizational procedures.
Tags: Bilingual Instruction; Books and Other Reading Materials; Comprehension; Differentiated Instruction; Instructional Programs; Motivation; Reading; Struggling Readers; Transfer of Literacy Skills; Vocabulary;
Target Population: Elementary School
Research Questions the Report Poses: What are the most effective ways to teach vocabulary to diverse learners?
Findings:
This article focuses on strategies and techniques for integrating vocabulary into the classroom. Some of the vocabulary areas covered are:
- Synonyms
- Antonyms
- Compound words
- Root words
- Using technology to teach vocabulary
Policy Recommendations:
N/A
- Download full article (159KB PDF)*
To order a hard copy of the report, contact:
Learning Point Associates
1100 17th Street N.W., Suite 500
Washington, DC 20036
Blachowicz, C.L.Z, Watts-Taffe, S. & Fisher, P. (2005). Learning Point Associates.
The Role of English Teachers in Educating English Language Learners (ELLs)
Author: National Council of Teachers of English (ELL Task Force)
Summary: This position paper is designed to address the knowledge and skills mainstream teachers need to have in order to develop effective curricula that engage English language learners, develop their academic skills, and help them negotiate their identities as bilingual learners. More specifically, this paper addresses the language and literacy needs of these learners as they participate and learn in English-medium classes. NCTE has made clear bilingual students' right to maintain their native languages. Thus, this paper addresses ways teachers can help these students develop English as well as ways they can support their students' bilingualism. In the United States bilingual learners, more commonly referred to as English language learners, are defined as students who know a language other than English and are learning English. Students' abilities range from being non-English speakers to being fully proficient. The recommendations in this paper apply to all of them.
Tags: Comprehension; Curriculum; Language Proficiency; Reading; Struggling Readers; Vocabulary; Writing;
Target Population: All
Research Questions the Report Poses: What are the needs of ELLs? How can teachers address these needs?
Findings:
- Teachers need to get to know their students and about their home situations in order to be most effective.
- Writing well in English is often the most difficult skill for English language learners to master. Thus teachers should be aware that English language learners may not be familiar with standard American writing procedure like drafting, revision, editing, workshop, conference, audience, purpose, or genre.
- The best way to help students learn both English and the knowledge of school subjects is to teach language through content.
Policy Recommendations:
- Colleges and universities should offer pre-service teachers preparation in teaching ELLs including coursework in language acquisition, second language writing and readings, and culture classes.
- High school English departments should integrate programs that welcome and help acculturate late-arrival immigrant and refugee students with low literacy skills.
- The report also provides numerous practical recommendations for strategies in the classroom in various subjects.
To order a hard copy of the report, contact:
The National Council of Teachers of English
1111 W. Kenyon Road, Urbana, IL 61801-1096
Phone: 217-328-3870 or 877-369-6283
Fax: 217-328-9645
NCTE ELL Task Force. (2006). NCTE Position Paper on the Role of English Teachers in Educating English Language Learners. National Council of Teachers of English: Urbana, IL.
Vocabulary: The Key to Teaching English Language Learners to Read
Author: Christopher Wallace
Summary: In this article, Christopher Wallace reviews current research on vocabulary instruction for ELLs. The article gives evidence for the importance of strong vocabulary skills in learning to read in a second language and includes recommendations for putting research into practice in the mainstream classroom.
Tags: Language Proficiency; Reading; Transfer of Literacy Skills; Vocabulary;
Target Population: All
Research Questions the Report Poses:
- How does English vocabulary enrichment intervention (combining direct word instruction with word-learning strategies) impact the outcomes of ELLs and non-ELLs?
- Do improved vocabulary and word analysis skills produce improved reading comprehension outcomes?
Findings:
- Word knowledge and reading comprehension, by both ELLs and non-ELLs, could be improved by: a challenging curriculum which focused on teaching academic words, awareness of polysemy, strategies for inferring word meaning from context, and tools for analyzing morphological and cross-linguistic aspects of word meaning.
- There is a strong significant connection between vocabulary knowledge, listening comprehension, and reading comprehension.
- Overall, the depth and breadth of vocabulary knowledge measures explained a considerable portion of the variance in reading comprehension scores, both of which are powerful predictors of reading performance.
Policy Recommendations:
- Teachers should emphasize vocabulary instruction to their ELL students in order to enhance their overall English proficiency skills.
Wallace, C. (2007) "Vocabulary: the key to teaching English language learners to read". Reading Improvement. Retrieved from http://findarticles.com/p/articles/mi_hb6516/is_4_44/ai_n29414045/.
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