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.
Differentiated Instruction
¿Qué Pasa? Are English Language Learning Students Remaining In English Classes Too Long?
Author: The Tomás Rivera Policy Institute
Summary: This study utilized an analysis of the records provided by the Los Angeles Unified School District on all non-special education students who were in 6th grade in 1999. The Tomás Rivera Policy Institute studied whether or not a transfer from English language learning classes to mainstream English classes (reclassification) would improve academic achievement. Six indicators determined the impact of reclassification: SAT9 Math and Reading scores in 8th grade, failing the 9th grade, dropping out, passing the California High School Exit Exam, and ever taking an Advanced Placement Course. The following was also taken into consideration: percent of full credentialed teachers, percent of the school that is ELL, percent of school receiving free or reduced lunch; as well as nativity, socioeconomics, and prior performance.
Tags: Differentiated Instruction; Instructional Programs; Intervention; Placement;
Target Population: Elementary and Middle School
Research Questions the Report Poses: Are English language learning students remaining in English learning classes too long? What is the benefit of transferring ELLs into mainstream English classes?
Findings:
- Improved academic outcomes in high school are associated with reclassification into mainstream English classes.
- Reclassification as late as 8th grade is still proven to be effective in improved academic outcomes.
- A large number of students who were not reclassified by 8th grade have been in the same school district since at least 1st grade.
- Students who are reclassified ELLs outperform English only students on important indicators.
- Reclassified ELLs performed better on standardized exams, were less likely to drop out of high school, and more likely to take an AP exam.
Policy Recommendations:
- Increase the amount of resources to help early English language learning.
- Persist with English language learning in middle school.
- Emphasize reclassification into mainstream English classrooms.
To order a hard copy of the report, contact:
For the full report, please visit www.trpi.org
Flores, E., Painter, G., Harlow-Nash, Z., & Pachon, H. (1999, October). Que pasa? Are English language learning students remaining in English learning classes too long? The Tomas Rivera Policy Institute, Retrieved from http://www.trpi.org/PDFs/LAUSD%20Policy%20Brief.pdf
Are ELL Students Underrepresented in Charter Schools? Demographic Trends in New York City, 2006-2008
Author: Buckley, J. & Sattin-Bajaj, C.; New York University
Summary: The rapid growth of ELLs within the school-age population over the past few years, coupled with growing concerns about academic performance and graduation rates among ELLs, have encouraged studies and discussions examining the equity and access of ELLs, a population that was previously "invisible," as compared with students of other groups. This question of equity and access is no more evident than in the charter school. Many are asking: do ELLs have equal access to charter schools? This report examines three recent years of data from the New York State School Report Cards in order to investigate enrollment patterns of English language learners in charter schools.
Tags: Differentiated Instruction; Latino ELL Students; Other ELL Students (Middle Eastern, African, European, etc.); Placement;
Target Population: Middle, High School
Research Questions the Report Poses:
- What can we learn from the the gap in ELL enrollment between charter schools and traditional public schools? What are the trends in this gap in New York City?
- Are students who attend charter schools are qualitatively different from those enrolled in district public schools?
- How does the racial/ethnic makeup of charter schools compares to traditional public schools?
Findings:
- In New York City, as in many other areas serving high numbers of ELLs (with a few exceptions), research focused on ELL student access to charter schools has been limited.
- At the school level, New York City charter schools appear to have a disproportionately low enrollment of ELL/LEP students.
- While findings from previous studies of New York City's charter schools suggest that location is a factor for limited ELL enrollment, many of New York's charter schools are located in neighborhoods with traditionally signficiant Hispanic and ELL populations such as the South Bronx and Harlem.
- Those charter schools that buck this trend actively strive to meet the needs of ELLs through ongoing professional development for teachers across the disciplines and active family engagement efforts led by the principal.
The authors of the report suggest the following possible reasons for limited ELL enrollment in charter schools:
- Parents of ELLs may not have adequate knowledge about charter schools; their reliance on (and deferral to) teachers and administrators to make academic decisions about their children's future contributes to this information gap.
- Charter schools face pressure to maintain high academic standards and may be reluctant to serve students who require additional resources. In fact, some funding mechanisms may create a disincentive to enroll higher number of ELL applicants at particular charter schools.
Policy Recommendations:
- More disaggretation of charter school data is needed that provides detailed information about ELL student enrollment, proficiency level, and performance.
- Researchers and policymakers need to reexamine, and in some cases revise, charter school funding mechanisms to ensure that they are not preventing charter school leaders from actively recruiting "at-risk" populations of students.
- Future research about ELLs in charter schools should include investigation of families' knowledge about charter schools and charter school lotteries, as well as of charter school practices regarding student recruitment and staff training and hiring.
Buckley, J.& Sattin-Bajaj, C. (2010, April, 27). Are ELL Students Underrepresented in Charter Schools? Demographic Trends in New York City, 2006-2008. New York University. Retrieved July 27, 2010 from http://www.ncspe.org/publications_files/OP188.pdf
Assessment Considerations for Young English Language Learners Across Different Levels of Accountability
Author: Linda M. Espinosa and Michael L. López; The National Early Childhood Accountability Task Force and First 5 LA
Summary: A recent report prepared for The National Early Childhood Accountability Task Force looks specifically at assessment for three- and four-year-old English language learners in early education programs. "Assessment Considerations for Young English Language Learners Across Different Levels of Accountability" examines the unique role of assessment in early childhood education in the context of young English language learners' diverse backgrounds and needs. The authors discuss assessment at four levels of accountability: assessment for instructional improvement, assessment for identification of special needs, assessment for program accountability, and assessment for research and accountability. The report also includes an overview of current ELL assessment measures and current ELL assessment strategies.
Tags: Differentiated Instruction; Language Proficiency;
Target Population: Preschool
Research Questions the Report Poses:
- What are the implications of the nascent linguistic and cultural diversity among young children on dual language and literacy development during preschool years?
- What are the main considerations for young ELLs across the different levels of accountability?
Findings:
- Sequential bilingual children may have somewhat different patterns of development than monolinguals in certain aspects of language development in the short term. This may include vocabulary, early literacy skills, and interpersonal communication.
- It is important for early childhood educators to understand that code switching (switching languages for portions of a sentence) and languages mixing (inserting single items from one language into another) are normal aspects of second language.
- There is an enormous degree of variability and diversity of young children (beyond ethnic, to include English exposure, poverty, etc)
Policy Recommendations:
- The child must be assessed in the home language as well as English. Knowing how the child is progressing in the home language is important for long-term academic success and educational planning.
- Parents and other family members must be included in the assessment process to share information about the child's language competence.
- It is recommended that all children who speak a language other than English in the home receive an Individualized Language Plan (ILP), with information on: current language competence, strategies for including family activities and community resources.
- Assessment information should be frequently collected and reviewed by all the teaching staff to monitor changes in language and overall development.
- All procedures, assessments, and results should be reviewed for cultural bias and accuracy by a person familiar with that cultural group and language, and if possible a bilingual educator.
Linda M. Espinosa and Michael L. López. (2007). Assessment Considerations for Young English Language Learners Across Different Levels of Accountability. The National Early Childhood Accountability Task Force and First 5 LA. Retrieved from: http://www.pewtrusts.org/uploadedFiles/wwwpewtrustsorg/Reports/Pre-k_education/Assessment%20for%20Young%20ELLs-Pew%208-11-07-Final.pdf.
Barriers to College Attainment: Lessons from Chicago
Author: Jenny Nagaoka; Melissa Roderick; Vanessa Coca; Center for American Progress
Summary: This article discusses the problems students can encounter before and during college that can disturb their academic performance and future professional goals. The articles mentions important factors that have to be considered for students, parents, states and the federal government to guarantee the graduation of students during college. Information and guidance, current economy, and high school academic performance are factors that can help students prepare for college.
Tags: American Indian ELL Students; Asian ELL Students; Bilingual Instruction; Bilingualism / Biliteracy; Books and Other Reading Materials; Curriculum; Differentiated Instruction; Instructional Programs; Language of Instruction; Latino ELL Students; Motivation; Other ELL Students (Middle Eastern, African, European, etc.); Parent Involvement and Outreach / PTA;
Target Population: Middle and high school students, parents, teachers, administrators, and guidance counselors.
Research Questions the Report Poses: This article questions how important it is for higher education institutions, schools, states, and the federal government to help students prepare for post-secondary education and graduate successfully.
Findings:
- For many students, the decision not to apply for college does not reflect a lack of higher education aspirations; instead, many students are discouraged by the application process and tuition rates.
- There is a growing consensus that high schools should be accountable for what their students' outcomes are after high graduation and that high schools and governments at all levels to increase the academic readiness.
- Proper guidance and easy access to available programs of financial aid and college admission application need to be highly promoted in all states, especially for low-income students.
Policy Recommendations:
The report authors identify three strategies that the federal government and states can potentially pursue in order to help all students enter and suceed in higher education:
- Create data systems that track college readiness and attainment and build accountability.
- Support and build the capacity of high school and college educators.
- Develop strong signals and clear incentives to students about the path to college.
The federal government is encouraged to take note of the recommendations made in this article on the economic, social, and academic factors that can prevent students from attending college. In addition, policymakers at the state and federal level are encouraged to create programs that facilitate the transition from high school to college by promoting students current and future college aspirations.
To order a hard copy of the report, contact:
Center for American Progress
1333 H Street, NW, 10th Floor,
Washington, D.C. 20005
Nagaoka, Jenny; Roderick, Melissa; Coca, Vanessa. (2009). Barriers to College Attainment: Lessons from Chicago. Washington, D.C. Center for American Progress.
Best Practices for Adolescent ELLs
Author: Judith Rance-Roney
Summary: This report discusses the diversity that is so characteristic of the adolescent ELL population and presents "promising principles and practices" that support effective instruction.
Tags: Curriculum; Differentiated Instruction; Instructional Programs; Intervention; Placement;
Target Population: High School
Research Questions the Report Poses: Which practices best support effective instruction of adolescent ELLs?
Findings:
A number of principles and practices support improved achievement for adolescent ELLs as well as for their native-English-speaking peers:
- A schoolwide, team-based support network: all school educators must assume shared responsibility for the achievement of ELLs
- A dual curriculum that promotes the language development of ELLs as well as their general academic needs
- Global community classrooms that find a middle ground between integrating ELLs who are recent immigrants with the general school population and segregating them in self-contained classrooms or schools
- Extended time to learn: all available time in ELLs' school day should be used for effective instruction-including the idea of implementing flexible student pathwasy
- Individual progress records: maintenance of records of individual ELLs' linguistic and academic history and ongoing progress, with easy availability teachers and other key personnel
Rance-Roney, J. (2009, April). “Best Practices for Adolescent ELLs.” Educational Leadership. 66(7). 32-37.
Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth
Author: National Literacy Panel, Diane August, Timothy Shanahan
Summary: The National Literacy Panel on Language Minority Children and Youth systematically and rigorously examined the research on acquiring literacy in a second language. This is the executive summary of the full report, which is available for purchase through the Center for Applied Linguistics.
Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Content Areas: Math; Content Areas: Science; Content Areas: Social Studies; Content Areas: The Arts; Curriculum; Differentiated Instruction; Fluency; Instructional Programs; Intervention; Language of Instruction; Language Proficiency; Phonics; Phonological Awareness; Placement; Vocabulary; Writing;
Target Population: Preschool, Elementary, Middle, High School
Research Questions the Report Poses: How do ELL students acquire literacy in a second language?
Findings:
- Instructional approaches that focus on phonemic awareness, phonics, fluency, vocabulary, and text comprehension-have clear benefits for ELLs. Like their native English speaking peers, ELLs benefit from these strategies as well as writing instruction.
- For students to become literate in English several instructional qualities need to be met including: content coverage, intensity and thorough instruction,
- ELL specific instruction, monitoring learning, and teacher preparation.
- Oral proficiency and literacy in the first language can be used to facilitate literacy development in English.
- Researchers have documented few sociocultural impacts on literacy achievement or development. However, researchers have found that home language experiences can have a positive impact on literacy achievement.
August, D. and Shanahan, T. (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Center for Applied Linguistics, Lawrence Erlbaum Associates: Mahwah, NJ.
Early Education Programs and Children of Immigrants: Learning Each Other's Language
Author: Matthews, H., & Ewen, D. Urban Institute
Summary: This report is a summary of the many federal and state early education programs available to ELLs and children of immigrants.
Tags: Bilingualism / Biliteracy; Differentiated Instruction; Language of Instruction; Phonological Awareness; Transfer of Literacy Skills;
Target Population: Preschool
Research Questions the Report Poses: What programs are available to the ever-growing number of children from immigrant families?
Findings:
- Articulate a vision for providing high-quality early education to ELLs. This may be committing to reducing participation and skills gaps between ELLs and their English speaking peers, a goal of bilingualism for all prekindergarten children, or a statement of recognition of the importance of native language development.
- Expand access to state-funded preschool programs by including ELLs in targeted groups for eligibility and targeting outreach efforts for language-minority communities. This may include contracting directly with immigrant-serving organizations to provide preschool service.
- Create formal partnerships and collaborate with diverse organizations, including immigrant serving organizations, to conduct outreach for preschool.
- Move beyond generalizations to create policies and implementation guidance that provide practical strategies and approaches teachers can use in classrooms. States should ensure that that the most recent research on second-language learning informs the development of policies and practices.
- Require all prekindergarten staff-including teachers, directors, and principals-have meaningful training in second-language acquisition strategies and cultural competency to effectively work with all children and their families.
- Require preschool providers to create language access plans. Programs should have plans in place to support the native language development of ELL children and to communicate with parents who speak languages other than English. Plans should ensure that parent information is available in accessible formats and include the use of translated materials and face-to-face communication.
- Ensure that preschool curriculum and instruction support both English and home-language development and expand the number of dual-language programs.
- Encourage the hiring of bilingual teachers and provide guidance to programs on appropriate roles for bilingual staff in the prekindergarten classroom. States policymakers can support the growth of a bilingual workforce by contributing to scholarship programs and providing other incentives for teachers.
Matthews, H., & Ewen, D. (2010, August). Early Education Programs and Children of Immigrants: Learning Each Other's Language. Urban Institute. Retrieved January 12, 2011 from: http://www.urban.org/UploadedPDF/412205-early-education.pdf
Educating Language Learners: Getting at the Content
Author: Yu Ren Dong; ASCD
Summary: In "Getting at the Content" Yu Ren Dong proposes that by teaching language learning strategies, content area teachers can accelerate content mastery for their English language learners. Dong recommends actively teaching content-specific language while providing ample opportunities for students to use that language both in meaningful class discussion and in writing. The article includes vignettes from science and social studies classrooms that demonstrate how language instruction can be interwoven with content instruction.
Tags: Comprehension; Content Areas: Science; Content Areas: Social Studies; Curriculum; Differentiated Instruction; Vocabulary;
Target Population: All
Research Questions the Report Poses: How can teachers integrate language and content in mainstream subject-matter classes to facilitate English language acquisition?
Findings:
Our mainstream subject-matter classes are becoming increasingly linguistically and culturally diverse. It is imperative that subject-matter teachers sensitize their instruction to English language learners' backgrounds and needs and teach subject-matter knowledge through language.
Policy Recommendations:
- Subject-matter teachers should systematically teach discipline-specific language. They should also pay attention to the functional use of language in classroom discussions.
- Teachers should use writing as a tool to promote language development by aligning writing assignments with language-development needs.
- Teachers also need to be aware of students' English proficiency levels and cultural and education backgrounds so they can tailor their instruction to specific language needs.
Dong, Y.R. (2005). Educating language learners: getting at the content. Educational Leadership, 62(4), Retrieved from http://www.ascd.org/publications/educational-leadership/dec04/vol62/num04/Getting-at-the-Content.aspx
Effective Instruction for English Learners
Author: Margarita Calderon, Robert Slavin, Marta Sanchez. The Future of Children. Princeton University. The Brookings Institute.
Summary: Margarita Calderon, Robert Slavin, and Marta Sanchez identify the elements of effective ELL instruction and review a variety of successful program models, including bilingual versus English–only versus ESL instruction. They highlight comprehensive reform models, as well as individual components of these models: school structures and leadership; language and literacy instruction; integration of language, literacy, and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes. As larger numbers of English learners reach America's schools, K–12 general education teachers are discovering the need to learn how to teach these students.
Tags: Differentiated Instruction; Intervention; Placement;
Target Population: All
Research Questions the Report Poses: Regardless of language of instruction, what are the most effective practices for teaching English language learners that will produce the most successful long–term outcomes?
Findings:
- Within the long–term English learners classification exist other categories of English learners with very different needs: special education students, those incorrectly labeled English proficient, migrants (within the U.S.), transitional students (return to and attend school in native country at least part of the year), recent immigrants (who have experience with core subjects but still need to learn academic English vocabulary and usage), and refugee children (who have never attended school.)
- Based on recent findings, what matters most in educating English learners is the quality of instruction, not the language. Certain salient features stand out as quality instruction practices: school structures and leadership; language and literacy instruction; integration of language, literacy, and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes.
Policy Recommendations:
- Reform and intervention should begin at early grades when children's needs are much more manageable and teachers are imparting new skills rather than remediating gaps.
Calderon, M., Slavin, R., Sanchez, M. (2011). "Effective Instruction for English Learners." Immigrant Children 21 (1). The Future of Children. Retrieved from: http://www.futureofchildren.org/futureofchildren/publications/journals/article/index.xml?journalid=74&articleid=542
Effective Programs for English Language Learners (ELL) with Interrupted Formal Education
Author: Office of English Language Learning & Migrant Education, Indiana Department of Education
Summary: Many immigrant students enter U.S. schools having had little or no prior schooling in their home countries. These children must master grade-level content at the same time that they are learning to speak, read, and write in English. This report discusses effective strategies for teaching ELLs who have not had the benefit of formal education or who have had interrupted formal education. The article includes an overview of recent research in this area, as well as recommended resources.
Tags: Differentiated Instruction; Intervention;
Target Population: Elementary, Middle, High School
Findings:
- While the needs of Students with Interrupted Formal Education (SIFEs) may overlap with ELLs, SIFEs often need more additional support and remedial instruction than ELLs with a formal educational background.
- A well-designed program for SIFEs includes thematically organized literacy and content courses; small class size; and opportunities for teacher collaboration across ESL and content areas.
- After-school and Saturday programs can help students compensate for lost learning time and receive individualized instruction.
- Best practices for ensuring that SIFEs have access to the full curriculum include sheltered instruction, content-based ESL, standards-based learning, and collaborative learning.
Policy Recommendations:
N/A
Office of English Language Learning & Migrant Education, Indiana Department of Education. (2007). Effective Programs for English Language Learners (ELL) with Interrupted Formal Education. Indianapolis, IN: Indiana Department of Education.
English Language Learners and Learning Disabilities: Research Agenda and Implications for Practice
Summary: "English Language Learners and Learning Disabilities: Research Agenda and Implications for Practice" defines a research agenda to address issues related to identification and placement of English language learners with learning disabilities. Using information gathered during an October 2003 National Symposium on Learning Disabilities in English Language Learners, the authors recommend future research in the following areas: identification and assessment of learning disabilities among ELLs, definition of what constitutes normal developmental patterns in ELLs, identification of individual and contextual issues that affect ELL performance, the relationship between neurobiology and learning disabilities among ELLs, and development of effective interventions for ELLs with learning disabilities. *Must purchase article, become a member of Wiley Online Library, or access it through institution database.
Tags: Differentiated Instruction; Struggling Readers;
Target Population: All
Research Questions the Report Poses: What knowledge about learning disabilities among monolingual native-English students and strategies for instruction can be applied to English language learners with learning disabilities?
To order a hard copy of the report, contact:
From Journal Learning Disabilities Research & Practice: Volume 20, Issue 1, pages 68-79, February 2005.
McCardle, P., Mele-McCarthy, J. and Leos, K. (2005), English Language Learners and Learning Disabilities: Research Agenda and Implications for Practice. Learning Disabilities Research & Practice, 20: 68-78.
English Language Learners with Special Needs: Effective Instructional Strategies
Author: Alba Ortiz
Summary: In English Language Learners with Special Needs: Effective Instructional Strategies, Alba Ortiz provides a framework for ELL instruction that focuses on preventing school failure and providing early intervention for struggling learners. In this context, Ortiz discusses such topics as creating supportive learning environments, fostering school-community collaborations, designing effective instructional programs, and deciding when to refer students for special education evaluation.
Tags: Curriculum; Differentiated Instruction; Instructional Programs; Intervention; Placement;
Target Population: Elementary, Middle, High School
Findings:
- English language learners who need special education services are disadvantaged by the shortage of special educators who are trained to address their language- and disability-related needs simultaneously
- Improving the academic performance of students from non-English backgrounds requires a focus on the prevention of failure and on early intervention for struggling learners
Ortiz, A. (2001). English Language Learners with Special Needs: Effective Instructional Strategies. Austin, TX: University of Texas.
Ensuring Academic Success for English Learners
Author: Laurie Olson, UC Linguistic Minority Research Institute
Summary: This report, or position paper, highlights nine elements of a strong program, based on three decades of research. The report recommends best practices that include accessible preschool programs, support for newcomers of all ages, and a focus on English language development.
Tags: Bilingual Instruction; Bilingualism / Biliteracy; Comprehension; Curriculum; Differentiated Instruction; Fluency; Instructional Programs; Intervention; Language of Instruction; Language Proficiency; Parent Involvement and Outreach / PTA; Struggling Readers; Transfer of Literacy Skills; Vocabulary; Writing;
Target Population: Preschool, Elementary, Middle, High School
Research Questions the Report Poses: The paper provides an overview of research and knowledge that educators can use to create schools in which English learners thrive and achieve at high levels.
Policy Recommendations:
- Invest in building a qualified educator workforce;
- Build a meaningful accountability system for English learners;
- Assure that educators have the materials they need to deliver high quality English Language Development; and
- Demonstrate new models of successful schools for English learners
To order a hard copy of the report, contact:
University of California
Linguistic Minority Research Institute
4722 South Hall
Santa Barbara, CA 93106-3220
Olsen, L. (2006). Ensuring Academic Success for English Learners. University of California: Linguistic Minority Research Institute.
Ensuring Academic Success for English Learners
Author: Laurie Olson, UC Linguistic Minority Research Institute
Summary: This report highlights nine elements of a strong program, based on three decades of research. Recommended best practices include accessible preschool programs, support for newcomers of all ages, and a focus on English language development.
Tags: Books and Other Reading Materials; Curriculum; Differentiated Instruction; Intervention; Language Proficiency; Motivation; Parent Involvement and Outreach / PTA; Reading;
Target Population: Preschool, Elementary, Middle, High School
Research Questions the Report Poses: What strategies or programs can educators adopt to create schools in which ELLs learn and thrive?
Findings:
A comprehensive system of schooling for ELLS includes the following nine elements:
- High quality and accessible preschool education
- Supports for newcomers to meet needs of transition
- A comprehensive program of English Language development
- A program providing full access to challenging curriculum
- High quality instruction and materials
- Inclusive and affirming school climate
- Valid, comprehensive, and useful assessments
- Strong family and community partnerships
- Schools structured to meet the particular needs of English learners.
Policy Recommendations:
- Invest in building a qualified educator workforce;
- Build a meaningful accountability system for English learners;
- Assure that educators have the materials they need to deliver high quality English Language Development;
- Demonstrate new models of successful schools for English learners
- Read the full report (128KB PDF)*
To order a hard copy of the report, contact:
University of California
Linguistic Minority Research Institute
4722 South Hall
Santa Barbara, CA 93106-3220
Olsen, L. (2006). Ensuring Academic Success for English Learners. University of California: Linguistic Minority Research Institute.
Essential Elements of Effective Science Instruction for English Learners
Author: Fred Dobb. California Science Project.
Summary: "Essential Elements of Effective Science Instruction for English Learners" written by Fred Dobb and published by the California Science Project, identifies 10 elements crucial to good science instruction for ELLs: academic language through science instruction, affective factors, classroom talk, vocabulary development, the science textbook, science textbook teachers' guides, professional development, the Sheltered Science Instruction Observation Protocol, lesson study, and assessment. Dobb discusses each of these elements is in detail, with a particular eye toward providing practical information that teachers can use to support their ELLs' learning in the science classroom.
Tags: Comprehension; Content Areas: Science; Differentiated Instruction; Vocabulary;
Target Population: All
Research Questions the Report Poses: What are the most effective strategies for teaching science to English learners?
Findings:
ELLs need specialized instruction in all content subjects that cater to their language skills.
Policy Recommendations:
- Develop academic language through scientific instruction and sophisticated vocabulary.
- The key to building on ELL experiences and leading them to reading and writing about science is engaging them in purposeful guided instructional conversation.
- Science vocabulary development represents a continuing thread of academic grow for ELLs as they progress in English proficiency.
- Utilize Sheltered Instruction Observation Protocol (SIOP) to teach science, with such strategies as: visual aids, demonstrations, pre-reading activities, graphic organizers, and adaptation of textbooks to make the content comprehensible.
To order a hard copy of the report, contact:
California Science Project, 3806 Geology Building, UCLA, Los Angeles, CA 90095-1567. It also can be found online at http://csmp.ucop.edu/csp.
Dobb, Fred. (2004). Essential Elements of Effective Science Instruction for English Learners. 2nd edition. California Science Project: Los Angeles, CA. Retrieved from: http://docushare.ycs.k12.pa.us/docushare/dsweb/GetRendition/Document-7526/html.
Helping English Language Learners Understand Content-Area Texts
Author: Indiana Department of Education; Office of English Language Learning and Migrant Education
Summary: Published by the Indiana Department of Education, this guide provides clear, detailed instructions for making content area text accessible to ELLs. The guide begins with a description of how teachers can survey textbooks in advance to identify potential areas of difficulty for ELLs. Also included are sections on building background knowledge, pre–teaching vocabulary and concepts, pre-reading strategies to increase comprehension, introducing the text, reading the text, demonstrating comprehension through speaking, and demonstrating comprehension through writing.
Tags: Comprehension; Differentiated Instruction;
Target Population: All
Research Questions the Report Poses: What are the best practical strategies that content area teachers can use to support English language learners in their classrooms?
Findings:
- Teacher preparation
- Building background knowledge (pre–teaching difficult concepts and vocabulary)
- Pre–teaching strategies to increase comprehension
- Introducing the text, with visuals and objectives
- Encouraging oral academic English
- Using writing to demonstrate and extend understanding of a text and its contents
Helping English Language Learners Understand Content-Area Texts. Indiana Department of Education. Indianapolis, Indiana.
How High Schools Become Exemplary: Ways That Leadership Raises Achievement and Narrows Gaps by Improving Instruction in 15 Public High Schools
Author: Achievement Gap Initiative (AGI) at Harvard University
Summary: The report summarizes the presentations of 15 outstanding high schools that were featured at the fifth annual conference of the AGI at Harvard University. These schools were successful in implementing strategies that significantly reduced the achievement gap by demonstrating significant increases in standardized state exams at their own schools.
Tags: Differentiated Instruction; Instructional Programs; Intervention;
Target Population: High School
Research Questions the Report Poses: How do high schools with exemplary achievement growth achieve such results? In particular, how do they improve instruction?
Findings:
- Accepted their responsibility to lead the change process.
- Declared the purposes of the work in mission statements that focused on a few key ideas and priorities that stakeholders could understand and embrace.
- Designed strategies, plans, capacity, and incentives for broadly inclusive adult learning.
- Developed and refined quality standards for judging teacher and student work.
- Skillfully and relentlessly implemented plans, monitored quality, and provided appropriate supports and incentives.
How High Schools Become Exemplary: Ways That Leadership Raises Achievement and Narrows Gaps by Improving Instruction in 15 Public High Schools. (2009). Achievement Gap Initiative (AGI) at Harvard University. Retrieved January 6, 2011 from: http://www.agi.harvard.edu/events/2009Conference/2009AGIConferenceReport6-30-2010web.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.
Meeting the Literacy Development Needs of Adolescent English Language Learners Through Content Area Learning: Focus on Classroom Teaching and Learning Strategies (Part II)
Author: Northeast and Islands Regional Educational Laboratory (LAB), The Education Alliance at Brown University, Julie Meltzer and Edmund Hamann
Summary: As with part one of this publication, part two amounts to a literature review. Part two looks for congruous instructional practices that are good for secondary ELL and native English speakers alike. The article shifts through a series of discussions about a variety of domains related to teaching and arrives at a conclusion in support of strategies beneficial to ELL students and native English language students.
Tags: Content Areas: Math; Content Areas: Science; Content Areas: Social Studies; Differentiated Instruction; Intervention; Motivation; Placement; Reading; Struggling Readers; Transfer of Literacy Skills; Vocabulary; Writing;
Target Population: Middle, High School
Research Questions the Report Poses: What instructional practices dovetail in both the ELL adolescent literacy literature and non-ELL adolescent literacy literature?
Findings:
Eight instructional approaches are supported in both literatures (what's good for ELL adolescents and adolescent native English speakers):
- teacher modeling, strategy instruction, and using multiple forms of assessment;
- emphasis on reading and writing;
- emphasis on speaking and listening/viewing;
- emphasis on thinking;
- creating a learner-centered classroom;
- recognizing and analyzing content-area discourse features;
- understanding text structures within the content areas; and
- vocabulary development.
Policy Recommendations:
Any intervention aimed at ELLs should also benefit under–served learners generally.
To order a hard copy of the report, contact:
The Education Alliance at Brown
222 Richmond Street, Suite 300
Providence, RI 02903-4226
Phone: 800.521.9550
Fax: 401.421.7650
E-mail: info@alliance.brown.edu
Meltzer, J. & Hamann, E. (2004). Meeting the literacy development needs of adolescent English language learners. Part two: Focus on classroom teaching and learning strategies. Northeast and Islands Regional Educational Laboratory .
Promoting Academic Literacy Among Secondary English Language Learners: A Synthesis of Research and Practice
Author: UC Davis School of Education
Summary: Provides an overview of issues related to teaching English language learners (ELL), and recommendations for California policy including: challenges secondary ELL students face; needs and limitations of teachers and schools in CA; and best practices cited by researchers and practitioners. The report largely summarizes three days of panel presentations and discussions by ELL experts convened in 2005.
Tags: Differentiated Instruction; Language Proficiency; Placement;
Target Population: middle and high school
Research Questions the Report Poses: What policy steps should occur in California to improve the education of secondary English Language Learners?
Findings:
A number of themes emerged from the panel discussants including:
- the need for identifying ELL students better; inadequate existing programs for ELL secondary students;
- the need for more teachers and administrators who are knowledgeable about the needs of secondary ELL students; and
- the importance of advocacy and staying on-message to improve ELL education.
Policy Recommendations:
The report adopts five policy steps that should occur including:
- Convene a panel of experts;
- Promote pilot programs;
- Develop an effective ELL assessment system;
- Establish a committee in the CA legislature to recruit and retain highly skilled ELL teachers and administrators; and
- Organize a summit to bring attention and focus to the need for improved ELL secondary education.
To order a hard copy of the report, contact:
NA
Maxwell-Jolly, J., Gandara, P. & Benavidez L. M. (2005). Promoting academic literacy among secondary English language learners: A synthesis of research and practice. Davis, CA: UC Davis School of Education.
Student Transience in North Carolina: The Effects of School Mobility on Student Outcomes Using Longitudinal Data
Author: National Center for Analysis of Longitudinal Data in Education Research: Zeyu Xu, Jane Hannaway, and Stephanie D'Souza.
Summary: This article discusses the significance and reasons behind school mobility, its effects on all students, and the determined factors that encourage mobility during the school year. The authors highlight the negative effects of school mobility at any period of the school year, not only for the students who are moving, but also for the schools who frequently receive new students in their classroom. The article also shows current data obtained from states like North Carolina that have shown an increased rate in school mobility on Hispanic students.
Tags: American Indian ELL Students; Asian ELL Students; Differentiated Instruction; Latino ELL Students; Other ELL Students (Middle Eastern, African, European, etc.); Parent Involvement and Outreach / PTA; Rights, Parents; Rights, Students; Struggling Readers;
Target Population: Parents, teachers, and advocates of elementary and middle schools' education.
Research Questions the Report Poses: This article raises the question of the impact of school mobility and its negative effects on student's educational outcomes.
Findings:
- Hispanic immigrants show the highest mobility rates in states like North Carolina and California.
- Current data shows that a student and its family move from state to state more than three times a year during the first grades of elementary school.
- The negative effect of constant moving is the disruption it causes in the new classroom and in the children involved in this moving process.
Policy Recommendations:
- School districts should monitor students' mobility, especially those students who are moving constantly causing academic disruption in any new classroom.
- School districts should also provide counseling to families who are flagged by mobility rates to ameliorate this situation and prevent constant moving.
To order a hard copy of the report, contact:
Hard copies can be ordered from CALDER and the Urban Institute.
Xu, Z., Hannaway, J., and D'Souza, S. (2009). Student Transience in North Carolina: The Effect of School Mobility on Student Outcomes Using Longitudinal Data. North Carolina: National Center for Analysis of Longitudinal Data in Education Research.
Students with Interrupted Education: A Challenge for New York City Public Schools
Author: Advocates for Children of New York
Summary: Within ELLs there is a sub-population known as SIFEs. These students face extensive challenges once they enter schools. With SIFEs making up a significant portion New York City’s Public Schools already-struggling ELL population, new strategies are needed in order to ensure to success of those students.
Tags: Bilingual Instruction; Bilingualism / Biliteracy; Differentiated Instruction; Fluency; Instructional Programs; Intervention; Language of Instruction; Language Proficiency; Placement; Reading; Struggling Readers; Transfer of Literacy Skills; Vocabulary;
Target Population: Middle, High School
Research Questions the Report Poses: How accommodated are Students with Interrupted Formal Education (SIFEs) in NYC public schools? Why SIFEs are struggling academically and what are can be done to improve it?
Findings:
- SIFEs often have poor literary skills in any language, and are likely behind their age level in knowledge-content.
- SIFEs have complex social and psychological needs due to multiple factors including migration, unfamiliarity with surroundings, etc.
- SIFEs need more English language support, and often more individualized instruction to make progress.
- SIFEs lack foundational skills for academic work in English and in most cases their native language.
- Many SIFEs are not steered towards programs that can help them, and the schools they are placed in don't have the resources to teach them properly.
- Many SIFEs as often classified as having disabilities when cases show that this is typically not the case.
Students with Interrupted Education: A Challenge for New York City Public Schools. (2010, May). Advocates for Children of New York. Retrieved July 28, 2010 from http://advocatesforchildren.org/SIFE%20Paper%20final.pdf
Successful Bilingual Schools: Six Effective Programs in California
Author: Norm Gold. San Diego Office of Education.
Summary: The purpose of this study was to identify schools with successful bilingual education programs, and to document their success. It is not a comparative study, and was not intended to support or refute competing claims about the relative effectiveness of bilingual education compared to other approaches. Instead, the goal was to illustrate that bilingual schools are capable of providing opportunities for students to achieve and sustain high levels of academic excellence even when faced with challenges such as poverty and a lack of students' English proficiency upon entering school. The report contains six case studies. Each describes the bilingual program of a successful elementary school in California. Located in San Diego, Los Angeles and Ventura counties, all schools enrolled large numbers of Spanish–speaking English learners. The case studies were prepared over a two–year period. Achievement data was taken from state and local databases, and information was gathered from telephone interviews with principals and brief site visits. The studies describe each school and summarize demographic and achievement data. General analysis identified key implementation strategies and notable instructional and organizational features, including elements of leadership, the climate of accountability, teacher qualifications and professional development. Each school profile was compared to a summary of key organizational and instructional features identified by the research as contributing to school success.
Tags: Bilingual Instruction; Differentiated Instruction; Language of Instruction; Placement;
Target Population: Elementary School
Research Questions the Report Poses:
- What are the key elements of successful bilingual schools?
- How do these six high–achieving bilingual schools implement those strategies?
Findings:
Among the features of effective schools and effective programs for English learner found in these six schools were:
- The bilingual programs were a school-wide effort.
- Teachers collaborated and team–taught, particularly for ELD instruction.
- Staff demonstrated extensive language and cultural competence.
- Staff displayed overall support for language and cultural diversity.
- Staff demonstrated a focus on the individual student and differentiated instruction.
- The school culture emphasized consistent monitoring of students' progress and teaching to rigorous academic standards.
- Staff articulated rigorous expectations of staff and students.
- Consistent leadership supported and benefited programs and instruction.
- Staff demonstrated a focus on consistent, coherent program design.
Policy Recommendations:
- Rather than debate the best approach for all English learners, we should improve schools by employing the most effective practices, whether using only English or with some form of bilingual instruction.
- Staff should identify areas of strength already in place at their own school, and then decide which paradigm features schools might improve their school.
- Additional research should be conducted, making use of the tools developed by the five–year Proposition 227 study to identify other successful schools with large proportions of English learners. Additional documentation of successful schools can counterbalance the impact of state and federal accountability systems that more often emphasize the schools that fail to perform to standards.
Gold, N. (2006) Successful Bilingual Schools: Six Effective Programs in California. San Diego, CA: San Diego County Office of Education.
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.
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
The American Recovery and Reinvestment Act: Recommendations for Addressing the Needs of English Language Learners
Author: Working Group on ELL Policy
Summary: A report just released by a group of the country's leading experts in education for English language learners recommends ways in which funds from the American Recovery and Reinvestment Act (ARRA) can be used to improve educational outcomes for ELLs. ""he American Recovery and Reinvestment Act: Recommendations for Addressing the Needs of English Language Learners" (2009) suggests seven different parts of the stimulus act that can be used to improve education for ELLs. These include areas related to: Title I help for disadvantaged students; IDEA special education; education technology; statewide data systems; improving teacher quality; Head Start and Early Head Start; the National Science Foundation; and the State Fiscal Stabilization Fund. In each area, the panel identifies ELL issues that need to be addressed and outlines specific ways in which the stimulus money can be used to address those issues, stressing that allocating these funds will only be effective if it is done in conjunction with a coherent standards-based strategy at the state and district levels.
Tags: Differentiated Instruction; Rights, Students;
Target Population: All
Research Questions the Report Poses: How can American Recovery and Reinvestment Act (ARRA) funds be used more effectively to address the needs of English language learners?
Findings:
- Though the ARRA stimulus package is aimed to assist all children in the nation, ELLs in particular need additional support because: they are a rapidly–growing population, there is an achievement gap between ELLs and non–ELLs, and there has been inadequate progress in Title I.
- Schools and districts should specifically target both the English language proficiency and academic content needs of ELLs (including those reclassified as fluent).
- Data systems that enable longitudinal tracking of student progress are especially important for ELLs, whose designation status often varies by district and changes as they develop their English proficiency.
- The knowledge base on effective science instruction for ELLs is inadequate, so methods should be evaluated and developed to improve it.
Policy Recommendations:
- Regarding Title I help for disadvantaged students: Improve assessment and accountability, instructional materials, support and extended time, dropout prevention, native language support, and parental engagement.
- Establish better coordination systems between special education and language support services and to support the extension of language support services to ELL students in special education programs.
- Purchase technology that enables visualization and stimulation such as smart boards and document projectors.
- Expand professional development that explicitly addresses the needs of ELLs, and fund incentives and career ladders for prospective English as a Second Language and bilingual education teachers.
- Develop and improve preschool programs for ELLs.
- Address the recruitment, certification and mentoring of teachers of ELLs in a comprehensive and systematic way.
- Develop adequate and appropriate data and assessment systems to track the long-term educational prospects for ELLs.
Working Group on ELL Policy. (2009). The American Recovery and Reinvestment Act: Recommendations for Addressing the Needs of English Language Learners. Retrieved from: http://ellpolicy.org/wp-content/uploads/2009/10/ELL-Stimulus-Recommendations.pdf
What Does Research Tell Us About Teaching Reading to English Language Learners?
Author: S. Irujo, The ELL Outlook
Summary: In this article, Suzanne Irujo discusses the findings of the National Literacy Panel on Language-Minority Children and Youth in the context of her own experience as an ELL teacher. Irujo organizes her discussion around the five essential components of reading instruction identified by the National Reading Panel (phonemic awareness, phonics, fluency, vocabulary, and comprehension) and offers specific recommendations for enhancing ELL reading instruction in each of those areas.
Tags: Comprehension; Curriculum; Differentiated Instruction; Fluency; Instructional Programs; Intervention; Language Proficiency; Phonics; Phonological Awareness; Reading; Struggling Readers; Transfer of Literacy Skills; Vocabulary;
Target Population: Elementary, Middle, High School
Research Questions the Report Poses: What does research tell us about teaching reading to English Language Learners?
Findings:
- Literacy in the native language is an advantage.
- ELLs cannot develop phonological awareness in English until they are familiar with the sounds of English; once phonological awareness has developed in any language, it transfers to other languages that are learned.
- Systematic phonics instruction can be very effective in helping ELLs learn to decode words: the most effective reading programs for ELLs combine systematic phonics instruction with a print-rich environment that provides exposure to appealing reading materials in varied genres.
- ELLs cannot achieve fluency in oral reading before they have achieved fluency in speaking: self-consciousness about accents and errors can affect reading fluency.
- ELLs need more vocabulary instruction than their native-speaking peers, with different vocabulary words and vocabulary teaching techniques.
- ELLs are more likely than native speakers to lack the background knowledge necessary for understanding texts
Policy Recommendations:
- Substantial coverage of the five essential elements of reading instruction-phonemic awareness, phonics, fluency, vocabulary and comprehension-helps.
- Reading programs for ELLs should include intensive language development as well as instruction in literacy strategies and skills.
- Instruction needs to be adjusted to meet the needs of ELLs.
Irujo, S. (2007). What Does Research Tell Us About Teaching Reading to English Language Learners? Haverhill, MA: The ELL Outlook.
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