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English Language Learnes: Issues, Data, & Solutions |
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ENGLISH LANGUAGE LEARNERS: ISSUES, DATA, & SOLUTIONS
Reports, Commentaries, Guides, and Audiovisuals
New in June 2009
Titles are presented in alphabetical order.
A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners
National Center for Culturally Responsive Educational Systems (NCCRESt),
Arizona State University, Tempe. (2008). J. E. Brown & J. Doolittle.
This Practitioner Brief “addresses a culturally responsive approach to RTI in a thoughtful and practical manner. It identifies guiding questions for service providers who determine whether assessment and instruction are linguistically and culturally appropriate for the student’s level of language proficiency. In addition, the brief considers student progress in relationship to peers with regard to language and cultural background. The authors have also created a useful flowchart to help practitioners to implement RTI interventions appropriately for students who are English Language Learners.”
Full text -- Scroll down
A National Study of School Effectiveness for Language Minority Students’
Long-Term Academic Achievement
Center for Research on Education, Diversity, and Excellence (CREDE).
University of California, Santa Cruz. (2003).
Distributed by the Center for Applied Linguistics, Washington DC.
“From 1996-2001, CREDE researchers Wayne Thomas and Virginia Collier, of George Mason University, conducted the National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement. Built on 14 years of related research, this study documents the academic achievement of ELLs over the long-term (4–12 years) and across content areas. It offers a much-needed overview of programmatic successes in the education of ELLs for policy makers.”
Summary – Scroll down
A Study of Teacher Efficacy of Special Education Teachers of English Language Learners with Disabilities
Bilingual Research Journal. (2006). O. M. Paneque & P. M. Barbetta.
“This study examined the teacher efficacy of special education teachers of English language learners (ELLs) with disabilities by surveying 202 elementary special education teachers. . . . No statistically significant differences in efficacy scores were found for levels of teacher preparation, number of years of teaching experience, or socioeconomic status of the students. A statistically significant difference in perceived efficacy was found with self-reported proficiency in the language of the students. In addition, a multiple regression analysis indicated that proficiency in the language of the students accounted for significant variance in predicting the level of teachers’ perceived efficacy. Responses to the open-ended questions about what was most helpful when working with ELLs with disabilities yielded two major themes: organizational issues and teacher issues.”
Full text – Scroll down (way down)
Academic English: A Conceptual Framework
Linguistic Minority Research Institute. (2003). A University of California Multi-Campus Unit. R. Scarcella.
“This paper discusses approaches to the study of academic English and presents a multi-dimensional framework for analyzing it. The dimensions include linguistic, cognitive, and socio-cultural/psychological ones. The paper also describes the relationship between the English used in everyday situations and in academic ones. It concludes with a brief discussion of research implications pertaining to instruction, assessment, and professional development.”
Full text – Click on Technical Reports
Academic Success for English Language Learners: Strategies for K-12 Mainstream Teachers
WestEd, San Francisco, California. (2005).
“In chapters by leaders in the field of second language acquisition, this book offers strategies that all teachers can use to reach the English learners in their classrooms. With an introductory chapter by WestEd’s Aida Walqui, the book also includes chapters by Catherine Snow, Lily Wong Fillmore, Sonia Nieto, Jim Cummins, and Pauline Gibbons, among others. Included are: (a) discussions of sociocultural issues and language learning; (b) practical instructional strategies and techniques related to standards and assessment, cooperative learning, curriculum adaptation, and the role of technology in language learning; and (c) specific chapters addressing language learning in math, literature, social studies, science, physical education, music, and art.”
For purchase
After Exit: Academic Achievement Patterns of Former English Language Learners
Education Policy Analysis Archives. (2004). E. J. deJong.
“This study was concerned with the achievement patterns in English language arts, math, and science of former ELLs who attended a bilingual and a English-as-a-Second Language program. It also explored whether length of program participation and grade level exited played a significant role in predicting academic achievement patterns for these exited students. Results indicate that 4th-grade students more closely paralleled non-ELL students’ achievement patterns than 8th-grade students. . . . While length of program participation is not a significant predictor of former ELLs’ academic success, exit grade does emerge as an important variable to take into consideration in setting exit guidelines.”
Full text
Approaches to Writing Instruction for Adolescent English Language Learners: A Discussion of Recent Research and Practice Literature in Relation to Nationwide Standards on Writing
New England Equity Assistance Center, Providence, Rhode Island. (2005).
C. Panofsky, M. Pacheco, S. Smith, J. Santos, C. Fogelman,
M. Harrington, & E. Kenney.
“This report looks at writing standards for the 50 States, the District of Columbia, Puerto Rico, and the Virgin Islands, and identifies six major topics and themes in the standards. It also reviews research and practice literature focused on adolescents and second language learning and writing; examines key issues in writing instruction for adolescent ELLs; connects the existing knowledge base to the standards; and recommends further research to improve the ability of ELLs to meet writing standards.”
Full text – Scroll down
Challenging Common Myths About English Language Learners (Ages 3 through 8)
The State Education Standard (2008). L. Espinosa.
“This review of research from a variety of disciplines about dual language development and the impact of different educational approaches for children ages 3 to 8 runs counter to much conventional thinking. . . . (It) highlights six commonly held beliefs about the development and learning of young children who are learning English as their second language and presents research evidence that can better guide educational policies.”
Full text
Claiming Opportunities: A Handbook for Improving Education for English Language Learners Through Comprehensive School Reform
New England Equity Assistance Center, Providence, Rhode Island. (2003).
M. Coady, E. T. Hamann, M. Harrington, M. Pacheco, S. Pho, & J. Yedlin.
This handbook "provides information, strategies, and tools that support the Comprehensive School Reform program, as presented in the No Child Left Behind Act. (It) is designed to help administrators in making schools more responsive and responsible for English language learners (ELLs). It presents existing research on both comprehensive school reform and ELL educational reform and suggests how the two educational improvement efforts can be integrated. Chapters provide guidance for (a) raising the consciousness of school, State, and district administrators, policy makers, and school improvement team members about ELL issues in comprehensive school reform; (b) helping educators and advocates of ELLs extend their influence from the classroom and the categorical program to the whole school and beyond; and (c) influencing schools to reform and restructure in ways that are beneficial to their populations of ELLs.”
Full text
Classroom Instruction That Works with English Language Learners
Association for Supervision & Curriculum Development,
Alexandria, Virginia. (2006). K. M. Flynn & J.D. Hill.
The authors state that “we have written this book to specifically provide you with strategies and tactics designed to address the needs of ELLs. Using the research from Classroom Instruction That Works (Marzano, Pickering, & Pollock, 2001) — itself a summary of findings from over 100 studies — (they) review nine categories of research-based instructional strategies that strongly affect student achievement. (The authors) examine these strategies in depth, and also look at the existing research on modifying these strategies for use with ELLs. When no relevant research exists on a given strategy, (they) rely on the generalizations from the research and the classroom recommendations from Classroom Instruction That Works. To that (the authors) add professional wisdom that comes from their experiences as ESL teachers and trainers.”
Cited reference: Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum.
For purchase
Delphi Study of Instructional Strategies for English Language Learners with Disabilities: Recommendations from Educators Nationwide
National Center on Educational Outcomes, University of Minnesota. (2008).
M. Thurlow, V. Shyyan, M. Barrera, & K. Liu.
“This study is part of national research over the past seven years at the National Center on Educational Outcomes focused on identifying and validating instructional strategies for ELLs with disabilities. . . . In recent work (Barrera, Shyyan, Liu, & Thurlow, 2008), educators from five States with large ELL populations and five States with small ELL populations generated sets of reading, mathematics, and science instructional strategies and weighted their importance in focus group-like settings using the Multi-Attribute Consensus Building method (Vanderwood & Erickson, 1994). The research described here is a confirmatory Delphi study of the strategies identified in the Barrera et al. (2008) study.”
Cited references:
*** Barrera, M., Shyyan, V., Liu, K., & Thurlow, M. (2008). Reading, mathematics, and science instructional strategies for English language learners with disabilities: Insights from educators nationwide (ELLs with Disabilities Report 19). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
*** Vanderwood, M. L., & Erickson, R. (1994). Consensus building. Educational Outcomes for Students with Disabilities (J. E. Ysseldyke & M. Thurlow, Eds.) Binghamton, NY: The Haworth Press, Inc.
Full text
Also see -- Reading, Mathematics, and Science Instructional Strategies for English Language Learners with Disabilities: Insights from Educators Nationwide (2008).
Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth
Lawrence Erlbaum Associates, Routledge, New York City. (2006).
D. August & T. Shanahan (Eds.).
This report is “the culmination of a four-year process that began in the spring of 2002, when the Institute of Education Sciences staff selected a panel of 13 experts in second-language development, cognitive development, curriculum and instruction, assessment, and methodology to review the quantitative and qualitative research on the development of literacy in language-minority students. This national panel identified five research topics to investigate: (a) development of literacy; (b) cross-linguistic relationships; (c) sociocultural contexts and literacy development; (d) instruction and professional development; and (e) student assessment. . . . This project was funded by the U.S. Department of Education and the National Institute of Child Health and Human Development and was conducted by the Center for Applied Linguistics (CAL) and SRI International.”
Executive summary and to purchase the full report.
Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners
Alliance for Excellent Education, Washington DC. (2007).
D. Short & S. Fitzsimmons.
“Over the past several years, education leaders and policymakers have come to understand that the nation needs to dramatically improve the literacy levels of its adolescents. But the policy discussion has focused, in large part, on the literacy needs of native English speaking students – to date, much less attention has gone to the specific challenges involved in teaching reading and writing to adolescents for whom English is not a first language. Commissioned by Carnegie Corporation of New York . . . this report makes a powerful case for particular teaching practices and educational policies designed to help English language learners master the reading and writing skills they need to succeed in high school, college, and the workforce.”
Press release – Click for full text
Educating English Language Learners at the High School Level: A Coherent Approach to District- and School-Level Support
National High School Center,
American Institutes for Research, Washington DC. (2009).
“This practitioner issue brief outlines successful strategies and recommendations for state-level policymakers, administrators, schools, and districts that are based on a 5-year evaluation study on the learning environment for ELLs in the state of California. This brief offers four critical building blocks that should be in place to effectively educate ELLs: (a) implementing a well-defined, rigorously structured plan of instruction; (b) ensuring that teachers are skilled in addressing the needs of ELLs; (c) systematically using data to assess teaching and learning; and (d) regularly adjusting instructional planning on the basis of student performance.
Full text
At the same link, see two additional papers:
*** High School Course-Taking Patterns for English Language Learners: A Case Study from California (2009).
*** Selected States’ Responses to Supporting High School English Language Learners (2009).
Educating English Language Learners: Implementing Instructional Practices
National Council of La Raza, Washington DC, and The Educational Alliance at Brown University, Providence, Rhode Island. (2005).
J. Vialpando & J. Yedlin with C. Linse, M. Harrington, & G. Cannon.
“This guide is designed for teachers, academic coaches, staff developers, and school leaders; ESL, bilingual, and general education teachers especially should find its instructional strategies, techniques, and guidelines helpful for engaging English language learners (ELLs) and other diverse learners. It emphasizes implementation by charter school professionals, but its information would be of use to any K-12 school with ELLs in the U.S., Puerto Rico, Guam, or Trust Territories. . . . Each chapter of this guide begins with basic tenets of instruction, background information, and the theoretical underpinnings of the chapter. The chapters contain numerous charts and tables designed to make information easily accessible. The many classroom vignettes provided illustrate classroom implementation of instructional techniques and strategies. The discussion questions can be used in professional development settings to enhance understanding for classroom application.”
Full text
Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: IES Practice Guide
Institute of Education Sciences, U.S. Department of Education. (2007).
R. Gersten, S. K. Baker, T. Shanahan, S. Linan-Thompson,
P. Collins, & R. Scarcella.
“The goal of this Practice Guide is to formulate specific and coherent evidence-based recommendations for use by educators addressing a multifaceted challenge that lacks developed or evaluated packaged approaches. The challenge is effective lit¬eracy instruction for English learners in the elementary grades. The Guide provides practical and coherent information on critical topics related to literacy instruction for English learners.”
Full text
Effective Teaching Strategies for English Language Learners
Bilingual Research Journal. (2005). M. A. Facella, K. M. Rampino, & E. K. Shea.
“This paper provides effective strategies for early childhood teachers to use with children who are English language learners (ELLs). The strategies were compiled from interviews with 20 early childhood educators from two culturally and linguistically diverse communities in Massachusetts. Emphasis was placed on the strategies that the greatest number of teachers from both school districts identified as effective. These teaching strategies seek to help ELL students make connections between content and language, and support their communication and social interactions.”
Full text – Next to the last article in the issue
Effects of the Implementation of Proposition 227 on the Education of English Learners, K-12: Final Report of a 5-Year Evaluation
American Institutes for Research, Washington DC, and WestEd,
San Francisco, California. (2006).
T. B. Parrish, A. Merickel, M. Perez, R. Linquanti, M. Socias, A. Spain,
C. Speroni, P. Esra, L. Brock, & D. Delancey.
“In June of 1998, Proposition 227 was passed by 61 percent of the California electorate. The initiative was intended to significantly alter the ways in which the state’s English learners are taught. Proposition 227 requires that English learners be taught ‘overwhelmingly in English’ through sheltered/structured English immersion programs during ‘a temporary transition period not normally intended to exceed one year,’ and then transferred to mainstream English-language classrooms. In 2000, the California Department of Education contracted with the American Institutes for Research and WestEd to conduct a five-year, legislatively mandated evaluation of the effects of Proposition 227 on the education of English learners. A combination of student achievement analyses, phone interviews, case study site visits, and written surveys was used to examine such questions as how the proposition was implemented, which English learner services are most and least effective, and what unintended consequences resulted from Proposition 227’s implementation.” This is the final report of the study and its findings and recommendations.
Full text
English Language Learner Resource Guide: A Guide for Rural Districts With a Low Incidence of ELLs
Mid-continent Research for Education and Learning, Denver, Colorado. (2004).
H. J. Donnelly & K. Flynn.
“Under Title III of the No Child Left Behind Act of 2001, English language learners must show increased academic achievement in content areas each year, even as they are also learning English. . . . This guide is designed help rural school districts with a low incidence of English language learners develop the capacity to build and implement a comprehensive program that meets both the academic and language proficiency needs of English language learners.”
Full text
English Language Learners in Boston Public Schools: Enrollment, Engagement, and Academic Outcomes, AY2003-AY2006 -- Final Report.
Volume 1 of a study called English Language Learners in Boston Public Schools in the Aftermath of Policy Change: Enrollment and Educational Outcomes, AY2003-AY2006.
The Mauricio Gastón Institute, University of Massachusetts, Boston, in collaboration with the Center for Collaborative Education, Boston. (2009).
R. Tung, M. Uriarte, V. Diez, N. Lavan, N. Agusti, F. Karp, & T. Meschede.
“In 2002, Massachusetts voters approved a referendum (Question 2) against the continuance of Transitional Bilingual Education as a method of instruction for English language learners. . . . Question 2 (implemented across the State in fall 2003), replaced a wide-ranging set of bilingual programs with Sheltered English Immersion (SEI) programs. . . . Unlike Transitional Bilingual Education, which relies on English learners’ own language to facilitate the learning of academic content as they learn English, the SEI model is based on the concept that the English language is acquired quickly when taught through meaningful content and effective interaction. SEI programs rely on the use of simple English in the classroom to impart academic content, using students’ native languages only to assist students in completing tasks or to answer a question. . . . (This study) finds that, in the three years following the implementation of Question 2 in the Boston Public Schools, (a) the identification of students of limited English proficiency declined, as did the enrollment in programs for English; (b) the enrollment of English learners in substantially separate Special Education programs more than doubled; and (c) service options for English language learners narrowed. The study found that high school dropout rates among students in programs for English language learners almost doubled and that the proportion of English language learners in middle school who dropped out more than tripled in those three years. Finally, although there have been some gains for English learners in both English-as-a second-language and math MCAS pass rates in 4th and 8th grade, gains for English learners have not matched those of other groups and, as a result, gaps between English learners and other Boston Public Schools populations have widened.”
Full text and executive summary
Available at the same link -- Volume II. English Language Learners in Boston Public: Enrollment, Engagement and Academic Outcomes of Native Speakers of Cape Verdean Creole, Chinese Dialects, Haitian Creole, Spanish, and Vietnamese.
Expanding Educational Opportunity in Linguistically Diverse Societies, 2nd Edition
Center for Applied Linguistics, Washington DC. (2004). N. Dutcher.
“This report profiles educational programs in 13 countries around the world that address the linguistic needs of children who speak minority languages. Beginning with an overview of the current research on using native languages for initial instruction, this report describes how more than 20 innovative programs around the world have expanded educational opportunities for traditionally underserved minority language groups. Included in the description of each program are issues such as language development and language planning, materials development, teacher training, teaching methodologies, research and evaluation and challenges that must be overcome.”
Full text and executive summary
Facilitating Greater Test Success for English Language Learners
Practical Assessment, Research & Evaluation. (2007). S. Fairbairn.
“In an age of test-based accountability, accurate assessment is paramount. When testing English language learners (ELLs), challenges associated with language, the use of test accommodations, and test/item format can undermine this accuracy. This paper describes these challenges and offers strategies for overcoming them in order to more accurately assess what ELLs know and can do.”
Full Text – See No. 11
Helping Middle and High School Age English Language Learners Achieve Academic Success.
NABE Journal of Research and Practice. (2003). Y. Freeman, D. Freeman,
& S. Mercuri.
“Middle and high school age English language learners present a challenge for teachers. Some arrive with adequate formal schooling. Others have limited formal or interrupted schooling. A third group consists of long-term English learners who may have conversational proficiency but lack the academic language required for school success. The authors provide brief case studies of students representing each of these groups and then present four research-based keys for working successfully with struggling older English learners. They conclude by describing how one teacher implements the four keys with her English learners.”
Full text – Scroll to the sixth title
How Do English Language Learners Learn to Read?
What Research Says About Reading. (2004). R. E. Slavin & A. Cheung.
Distributed by the Success for All Foundation, Baltimore, Maryland.
This is an examination of research on beginning reading instruction for English language learners, based on questions of (a) whether schools should teach English language learners to read in their native language first and then in English, or whether English language learners should be taught to read in English from the outset with appropriate supports; and (b) whatever the language of instruction, which instructional models are most effective?
Full text
Improving Assessment and Accountability for English Language Learners in the No Child Left Behind Act
National Council of La Raza, Washington DC. (2006). M. Lazarin.
This Issue Brief “examines the impact of the No Child Left Behind Act on English language learners. It concludes that, while the law has not been implemented adequately, it holds considerable promise for closing the achievement gap between English language learners and other students. The issue brief also provides a road map for policymakers and school administrators for improving the law’s effectiveness for English language learners.”
Full text
Improving High School English Language Learners' Second Language Listening Through Strategy Instruction
Bilingual Research Journal. (2003). K. A. Carrier.
“This study tested the hypothesis that targeted listening strategy instruction in the ESL classroom results in improved listening comprehension that can be useful in English language learners’ academic content classes. After receiving 15 listening strategy training sessions, participants showed a statistically significant improvement in discrete and video listening ability, as well as note-taking ability. This study suggests that targeted listening strategy instruction should be part of the ESL curriculum. Sources for designing and implementing effective listening strategy instruction are provided, and research needs and designs are suggested.”
Full text –See the second title
Keys to Success for Bilingual Students with Limited Formal Schooling
Bilingual Research Journal. (2001). Y. S. Freeman, D. E. Freeman,
& S. M. Kerman.
“This article describes how one bilingual teacher has successfully worked in a multi-age 4th, 5th, and 6th grade classroom to meet the academic needs of newcomer Spanish, Mixteco, and Triqui-speaking students with limited previous schooling. This teacher uses many different research-based strategies in the classroom to provide her students with the keys to succeed academically. By using these strategies, she gives her students a positive start as they move into secondary school taught entirely in English.”
Full text
Language Accommodations for English Language Learners in Large-Scale Assessments: Bilingual Dictionaries and Linguistic Modifications
National Center for Research on Evaluation, Standards, and Student Testing,
University of California, Los Angeles. (2005).
J. Abedi. M. Courtney, J. Mirocha, S. Leon, & J. Goldberg
“The goal of this study was to examine the effectiveness, validity, and feasibility of selected language accommodations for large-scale science assessments. In addition, student background variables were studied to judge the impact of such variables on ELL test performance. The results suggested that some of the accommodation strategies employed were effective in increasing the performance of ELL students and reducing the performance gap between ELL and non-ELL students. The results also suggested that the effectiveness of accommodation may vary across grade levels. Some forms of accommodation strategies were shown to be effective for Grade 4 students but not for Grade 8 students. . . . These results seem reasonable since content assessments for students in higher grades may be more linguistically complex, not just because of vocabulary, but also because of discourse. Results also showed that the accommodation strategies used in this study did not impact the performance of the general student population. This finding is encouraging because it suggests that the validity of the assessments was not compromised by the use of accommodation.”
Full text
Literacy Essentials for English Language Learners: Successful Transitions
Teachers College Press, New York City. (2008). M. Uribe & S. Nathenson- Mejía
This book “provides research-based, best practices for teaching English language learners in kindergarten through 5th grade. The authors demonstrate (a) how to build on ELL students’ existing linguistic and cultural background knowledge, (b) how to explain the many idiosyncrasies of the English language and U.S. school culture, and (c) how to involve students in their own learning, encouraging them to express themselves in many ways including in their native language. This hands-on text features sample lessons and children’s literature that can be used to help ELL students develop the skills and knowledge they need to succeed in school.”
For purchase
Making Instruction Relevant to Language Minority Students at the Middle Level
Middle School Journal. (2005). C. C. Johnson.
This article explains the instructional congruence model. According to the author, “Instructional congruence occurs when ‘teachers mediate the nature of academic content and inquiry with language and cultural experiences of diverse students’ (Lee & Fradd, 2001). According to this model, for teachers to provide effective science and literacy instruction they must integrate knowledge of (a) students' language and cultural experiences, (b) science learning, and (c) literacy development (Lee & Fradd, 2001, Lee, 2004). The components of the instructional congruence model include: (a) helping students learn science concepts and vocabulary, (b) engaging students in science investigations cooperatively, (c) developing science-related thinking skills, and (d) encouraging students to talk about science with other students, their parents, and their teachers (Lee, 2004). This model can be very successful at the middle school level, due to the environment of support and belonging that middle schools provide.”
Cited references
** Lee, O. (2004). Teacher change in beliefs and practices in science and literacy instruction with English Language Learners. Journal of Research in Science Teaching, 41(1), 65-93.
** Lee, O., & Fradd, S. H. (2001) Instructional congruence to promote science learning and literacy development for linguistically diverse students. In D. R. Lavoie & W. M. Roth (Eds.), Models of science teacher preparation (pp. 109-126). AA Dordrecht, The Netherlands: Kluwer Academic Publishers.
Full text
Meeting the Literacy Development Needs of Adolescent English Language Learners Through Content Area Learning
The Education Alliance at Brown University, Providence, Rhode Island. (2005).
J. Meltzer & E. T. Hamann.
Part One (Focusing on Motivation and Student Engagement) is a research paper that “highlights the overlap in recommended practices from two emerging areas of educational research: academic literacy development of adolescents, and English language learners in secondary schools. . . . Part Two (Focus on Developing Academic Literacy Habitas and Skills Across the Content Areas) highlights recommended practices that enable content teachers to be responsive to the needs of ELLs, drawn from two areas of research -- promoting academic literacy development of adolescents, and effective content area instruction of ELLs in middle and high schools. Eight instructional practices recommended by both areas of research are discussed in detail to help mainstream content area teachers adeptly support the literacy development of their ELL students.”
Part One – Full text
Part Two – Full text
Moving Beyond the Obvious: Examining Our Thinking About Linguistically Diverse Students
Learning Point Associates, Naperville, Illinois. (2005). R. T. Jimenez.
The author first provides “a very brief theoretical framework for thinking about content-area literacy instruction for English language learners. (Then he asks): What do effective teachers of linguistically diverse students know and do? This question is answered in five parts. Part 1 focuses on content teachers whose classrooms (the author has) visited and who teach English language learners. . . . Part 2 argues that effective literacy teachers of linguistically diverse students also think about the different meanings of and uses of literacy held by their students. . . . Part 3 points out that students coming to the U.S. from other countries may have very different ideas about what literacy is. . . . Part 4 raises the issue of how important becoming literate in English is for these students and how their families often depend on them to take on very demanding roles. . . . Part 5 discusses the need to challenge ELL students with high quality instruction while, at the same time, making sure they have opportunities to interact with native English speakers.
Full text
Online Survey on Instructional Strategies for English Language Learners
with Disabilities
National Center on Educational Outcomes, University of Minnesota. (2006).
D. Albus, V. Shyyan, & M. Thurlow.
This study, “an online survey about instructional strategies for ELLs with disabilities, was designed to build on the findings of a previous study about educator perceptions of instructional strategies. (The survey was) designed to obtain educators’ perspectives about instructional strategies for reading, mathematics, and science. . . . Because of the study design, (the researchers) opened participation to any educator of ELLs with disabilities in reading, mathematics, and science across special education, ESL/bilingual education, and general education settings. It is one study of a project designed to identify and test effective instructional strategies for ELLs with disabilities.”
Full text
The earlier report – Educator Perceptions of Instructional Strategies.
And a related report – Student Perceptions of Instructional Strategies.
Overcoming Language and Cultural Barriers Using Evidence-Based Practices
National Council of La Raza, Washington DC. (2008).
E. Trupin & S. C Walker (Eds.).
In this monograph, “experts discuss the importance and effectiveness of culturally and linguistically competent services for Latino youth. They focus on Latino youth who have become clients of evidence-based practices (EBPs) and how changes in juvenile justice policies, practices, and programs can ensure fairness and improved outcomes.”
Full text –See 5/20/08
Practical Guidelines for the Education of English Language Learners: 3 Volumes
Center on Instruction, Portsmouth, New Hampshire. (2006).
“In Book 1 (Research-Based Recommendations for Instruction and Academic Interventions, K-12) the domains of focus include reading and mathematics, and the recommendations apply to both a class-wide instructional format and individualized, targeted interventions, depending on the population and the goals of the instruction. . . . Book 2 (Research-Based Recommendations for Serving Adolescent Newcomers, Grades 6-12) provides evidence-based recommendations for policymakers, administrators, and teachers in middle and high schools who seek to make informed decisions about effectively serving adolescent newcomers. . . . Book 3 (Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments, K-12) focuses particularly on research-based recommendations on the use of accommodations to increase the valid participation of ELLs in large-scale assessments.”
Three full texts
Promoting ELL Parent Involvement: Challenges in Contested Times
Education and the Public Interest Center, University of Colorado, Boulder, and
Education Policy Research Unit at Arizona State University, Tempe. (2008).
B. Arias & M. Morillo-Campbell.
“This policy brief analyzes factors related to the implementation of effective parental involvement with English Language Learners (ELLs). It analyzes (a) characteristics of the ELL student and parent population; (b) barriers to ELL family engagement with schools; and (c) characteristics of traditional and non-traditional parental involvement models. Diversity in ELL parents and their communities speaks to the need for both traditional and non-traditional models for ELL parental involvement. With a dual-model approach, variation in language proficiency is acknowledged, communication is facilitated and maintained, and communities are recognized and integrated within the school culture.”
Full text
Putting English Language Learners on the Educational Map:
The No Child Left Behind Act Implemented
Foundation for Child Development, New York City. (2007).
C. C. de Cohen & B. C. Clewell
“This brief presents research findings as well as policy recommendations arising from a study of the No Child Left Behind Act and its implications for immigrant children and English language learners (ELLs). Analyses are based on nationally representative data from the Schools and Staffing Survey and detailed case studies of selected elementary schools and school districts serving high concentrations of ELL students.”
Full text
Quality Counts: Portrait of a Population -- How English-Language Learners Are Putting Schools to the Test
Education Week. (2009). A downloadable PDF of selected articles in collaboration with the Center for Applied Linguistics (CAL), Washington DC.
“This PDF features three articles from the Quality Counts report that references CAL's work on the education of English language learners: (a) Shifting Landscape: Immigration Transforms Communities; (b) Delving Deep: Research Hones Focus on ELLs; and (c) Testing Tension: Weigh Proficiency, Assess Content.”
To download the PDF
Realizing the Vision of Two-Way Immersion: Fostering Effective Programs
and Classrooms
Center for Applied Linguistics, Washington DC. (2007).
E. R. Howard & J. Sugarman.
“Drawing on a decade of research, this book explores the question of effectiveness in two-way immersion (TWI) by examining the development of bilingualism and biliteracy in elementary TWI students. Specifically, the authors highlight the importance of fostering cultures of intellectualism, equity, and leadership in order to promote bilingualism and biliteracy among two-way immersion students. These cultures are cultivated by promoting higher order thinking, demonstrating a commitment to ongoing learning, valuing the partner language and cultures, and encouraging initiative and leadership. Through case studies of four exemplary TWI programs, they provide evidence of how these three cultures function as organizing principles for program and classroom practices adopted by effective two-way immersion programs.
For purchase
Relationship of English-Only to Young Children’s Social and Language Skills
FPG Snapshot. (2007). FPG Child Development Institute,
Chapel Hill, North Carolina.
This Snapshot summarizes a study that examined “(a) the quantity and quality of language interactions between Spanish-speaking children and teachers; (b) the relations between language interactions children experienced in the classroom and children’s social and behavioral competence as rated by teachers and independent observers; (c) the relationship between language interactions and the teacher-child relationship; and (d) whether language interactions were related to changes I Spanish-speaking children’s English and Spanish skills over the pre-kindergarten year.” The researchers concluded that “English-only policies may not help children with English proficiency and may actually harm children in other ways.”
Source: Chang, F., Crawford, G., Early, D., & Bryant, D. (2007). Spanish-speaking children’s social and language development in pre-kindergarten classrooms. Journal of Early Education and Development, 18(2).
To read the Snapshot
Second Language Acquisition: Success Factors in Sequential Bilingualism
The ASHA Leader. (2008). K. Kohnert.
“Second-language (L2) acquisition may begin at almost any age or life stage. For some, L2 acquisition begins in childhood in educational programs that use a language different from that spoken at home. For others, L2 learning begins with visits or immigration to another country. In all instances, L2 learners vary in their maturational states, first language (L1) ability, world experience, and reasons for L2 acquisition. . . . A number of practical questions span the margins of typical and atypical sequential language learning and use. Questions with the broadest clinical implications are: What factors facilitate or challenge sequential bilingualism? How should language planning proceed in less than optimal conditions?” This article discusses these factors.
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Strategies to Assess the Core Academic Knowledge of English Language Learners
Journal of Applied Testing Technology. (2004).
S. Rabinowitz, S. Ananda, & A. Bell.
“This article focuses on the question: How do you increase the validity of assessments of English language learners’ performance on core academic content? The authors begin by exploring the No Child Left Behind expectations for assessments of English language learners and an increasingly popular approach to meeting these requirements through translation of assessments into students’ native languages. Then they present key research findings on attempts to increase access to and validity of assessment for English language learners. They conclude by proposing a comprehensive strategy for the assessment of English language learners’ performance in core academic content.”
Full text – Scroll down to the third title
Supporting the Development of English Literacy in English Language Learners: Key Issues and Promising Practices
Center for Research on the Education of Students Placed At Risk (CRESPAR),
Johns Hopkins University, Baltimore. (2003). D. August.
“The purpose of this report is to summarize research on the role of English oral proficiency in acquiring English literacy, describe the issues that English-language learners (ELLs) encounter because of their developing English oral proficiency, and report on best practices in supporting English language development in the context of literacy instruction for these students. Of primary interest in this report is the vast majority of ELLs who are not learning disabled, but require time to become English proficient. Further, this report focuses on school-aged children. To a large extent, the studies cited here are drawn from research conducted with children who are learning English as a second language where English is the societal language. The report first addresses the relationship between oral language proficiency and literacy and reported on a review of second language instruction. Then, component by component, it describes in detail what the research tells us about effective literacy instruction for English-speaking students, the issues that English language learners face, and promising practices for promoting English literacy for English language learners. The report next reviews family literacy programs and special education programs and discusses cross-cutting issues in the acquisition of literacy, including assessments and benchmarks, accommodating multiple levels of English proficient students in literacy instruction, and integrating subject matter into literacy instruction.”
Full text – View All Technical Reports and see Report 61
Tapping Into Mexican Resources to Educate Latinos
The School Administrator. (2007). V. N. Avila.
This article describes a Mexican online program, Plaza Comunitaria, that is available to U.S. schools at no cost. This online education program offers a variety of basic literacy for elementary, middle school, and work related courses, English as a second language, and other courses. “These courses can be used by U.S. schools to place newly arrived Spanish speakers in subjects in their native language. In this way, students receive continuity in subject matter while learning English. . . . Currently 231 Plazas Comunitarias operate in 32 States.” The author describes replications in Georgia and Washington State, and includes the link to the website, as well as the link for entering into an agreement to use the resources.
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Information on Sistema de Plazas Comunitarias -- En Español
Textbook Selection for the ESL Classroom
Center for Applied Linguistics, Washington DC. (2002). D. Garinger.
This paper sets forth a practical method for choosing ESL textbooks is to analyze the options according to program issues, going from broad (e.g., goals and curriculum) to specific (e.g., exercises and activities). "The strategy behind this technique is to eliminate unsatisfactory textbooks at each stage of analysis so that only the most appropriate are left at the end, making the choice clear and manageable."
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The Adolescent Literacy Case: A Video Ethnography of Teaching Second Language Students Content Through Literacy Development
Center for Research on Education, Diversity, and Excellence (CREDE).
University of California, Santa Cruz. (2002).
S. Pinnegar, A. Teemant, B. Mason, & C. Harris.
Distributed by the Center for Applied Linguistics.
“This CD-ROM highlights teachers of English, science, social studies, and mathematics who attend to literacy to promote greater academic achievement in their disciplines.”
For purchase
The Challenge of Bilingual and Limited English Proficient Students
(Gifted Education)
National Research Center on the Gifted & Talented, University of Connecticut, Storrs. (2005). D. F. de Wet.
This paper focuses on how limited-English-proficient students are overlooked and underserved by gifted education and reviews steps that schools can take: These include (a) appropriate identification; (b) cultural and curricular considerations; and (c) instructional and assessment suggestions.
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The Changing Face of the Classroom: Serving ELL Students
Northwest Education. (2006). Theme Issue.
Northwest Regional Educational Laboratory, Portland, Oregon.
“State assessments in reading and math reveal that achievement gaps between English language learners (ELL) and all students range from 21 to 57 percent in the Northwest. How to attack the gap has spawned highly charged debates over program models and legislative policies at a time when tensions are rising over a national immigration bill. . . . This Northwest Education edition looks at how schools and districts are tailoring ELL instruction to match their demographics and their resources; differences among the new State language proficiency assessments; and approaches to key concerns like parental involvement.”
Full text of entire topical issue
The Redesignation Dilemma
Linguistic Minority Research Institute. (2001).
University of California Multi-Campus Research Unit,
R. Linquanti.
“This policy report focuses on the tensions and dilemmas surrounding one of the most common milestones used for defining and measuring English Learners' (ELs) progress -- their redesignation or reclassification from limited to fluent English proficient. Although reclassification can have important consequences for students and for the education programs that serve them -- determining instructional services, performance expectations, and evaluative judgments of programs -- the concept of reclassification, as currently defined and implemented, cannot credibly carry this responsibility. In fact, it may actually be contributing to educational inequity, lack of accountability, and student failure.”
Full text -- Click on Policy Reports
The Two-Way Immersion Toolkit
Center for Applied Linguistics, Washington DC, and The Education Alliance at Brown University, Providence, Rhode Island. (2005).
E. Howard, J. Sugarman, M. Perdomo, & C. T. Adger.
“This is a resource for teachers, parents, and administrators involved with two-way immersion (TWI) programs, particularly those at the elementary school level. The Toolkit is designed to meet the growing demand from teachers, administrators, and parents for guidance related to the effective implementation of TWI programs. It is composed of three segments that address program design and planning, classroom instruction, and parental involvement.”
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Transitional Programs for English Language Learners: Contextual Factors and Effective Programming
Center for Research on the Education of Students Placed At Risk (CRESPAR),
Johns Hopkins University, Baltimore. (2002). D. August.
“In this report, transitional programs refer to instructional programs for students who have been schooled in their native language and are now in ‘transitional’ classrooms where literacy instruction takes place in English. . . . With regard to the development of literacy and transition from a first language to a second language, the paper focuses on school-age children who are acquiring English as a second language, where English is the societal language. The author first examines the role of first language proficiency in second language literacy, reviewing relevant evaluation studies as well as studies that explicitly investigate the transfer of skills from a first language to English. Understanding these aspects of transfer is important in planning transition programs; the information helps educators determine when English language learners should be transitioned into English instruction and the skills they are likely to have learned that will support the acquisition of English literacy. This is followed by a discussion of the relationship between English oral proficiency and literacy instruction in English and the educational implications that ensue -- and a description of the elements of successful transition programs for English language learners. The report concludes with recommendations for research and practice.”
Full text – View All Technical Reports and scroll to Report 58
Trends in Two-Way Immersion Education: A Review of the Research
Center for Research on the Education of Students Placed at Risk (CRESPAR),
Johns Hopkins University, Baltimore. (2003).
E. R. Howard, J. Sugarman, & D. Christian.
The authors explain that two-way immersion (TWI) is an instructional approach that integrates native English speakers and native speakers of another language (usually Spanish) and provides instruction to both groups of students in both languages. Funded by the federal Institute pf Education Sciences, the report summarizes the research that had been conducted to date, synthesizes the key findings across studies, and points to needs for further research. Among the findings: “TWI programs provide integrated educational environments where both languages and both groups of students are valued, and there are examples of many programs and teachers that have been successful at tapping into the background experiences of their students and making the curriculum more in line with students’ experiences. . . . Students also seem to have developed positive attitudes about bilingualism and multiculturalism through their participation in these programs. . . . Student academic outcomes are generally favorable in that both language minority students and language majority students tend to do as well or better on standardized achievement tests than their peers who are educated in alternative educational settings, such as general education, ESL, or transitional bilingual programs. Moreover, both groups of students demonstrate progress toward the goals of bilingualism and biliteracy development. “ The report also includes findings on African American participation in TWI programs.
Full text – View All Technical Reports and scroll to Report 63
Understanding the Impact of Language Differences on Classroom Behavior
Center on Social and Emotional Foundations for Early Learning. (2002). University of Illinois at Urbana-Champaign. R. M. Santos & M. M. Ostrovky.
“This What Works Brief is part of a continuing series of short, easy-to-read, how-to information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children's social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.”
Full text
Using Adapted Texts in ELL Classrooms
The ELL Outlook, Course Crafters, Haverhill, Massachusetts. (2006).
A. Ragan.
“This article explores some methods for text adaptation and discusses some of the benefits and drawbacks of text adaptations. The article ends with some questions for determining who might benefit most from adapted text, why adapted texts should be used, how adapted texts should be used, and when adapted texts should used. Throughout the article, consideration is given to ELLs' short-term and long-term academic achievement when using adapted texts.”
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Using Cognitive Strategies to Develop English Language and Literacy
Center for Applied Linguistics, Washington DC. (2002).
J. Crandall, A. Jaramillo, L. Olsen, & J. K Peyton.
“This digest describes ways to develop students' English language and literacy skills and to make academic content challenging, interesting, and accessible. They include (a) building conceptual frameworks for new knowledge, (b) teaching learning strategies, (c) focusing on reading in all classes, (d) giving students opportunities to engage in free reading, and (e) helping students move beyond the text.”
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What the Research Says About Effective Strategies for ELL Students
Northwest Education. (2006). Northwest Regional Educational Laboratory,
Portland, Oregon.
This Brief provides an overview and summary of effects of: (a) structured immersion in California and Massachusetts; (b) dual-language schooling; (c) sustained instruction in the native language (L1); (d) sheltered instruction; and (e) seven teaching strategies effective for English language learners identified through a research synthesis.
Full text
This information is an attempt to gather wide-ranging information in one place, to convey what others have accomplished, and to make valuable resources readily accessible. Information is presented in the language of the developer, publisher, distributor, or author. The Southeast Regional Resource Center has no ownership of anything described in this library.
Readers should review the copyright and distribution policies shown at the websites of the sources. SERRC is not the source of any document in this library, but simply conveys information to show the availability of these resources.
The opinions expressed herein do not necessarily reflect the position of policy of the U.S. Department of Education, and no endorsement of the U.S. Department of Education should be inferred. Information from sources funded by the U.S. Department of Education is likely to have been vetted by the Department; information from other sources is unlikely to have been vetted.
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Last Updated ( Tuesday, 21 July 2009 )
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