Advanced course enrollment and performance among English learner students in Washington state
Author(s): Havala Hanson, Biraj Bisht, Jason Greenberg Motamedi
Publication URL: http://ies.ed.gov/ncee/edlabs/regions/northwest/pdf/REL_2017187.pdf
Category: Community & Family Engagement, Comprehensive Planning, Culture & Climate, Curriculum, Instruction & Assessment, Professional Development
Grade Level: High School (9-12)
Keywords: Advanced Courses, College Readiness
Summary:

This research study explores the obstacles that prevent ELs from enrolling and succeeding in advanced high school courses. It shows that schools with large numbers of ELs often provide fewer opportunities for these students to take advanced courses, and it suggests solutions to this gap that will enable more ELs to graduate from high school prepared for college.

Exploring The Role of Teacher Quality in Predicting Reading Outcomes for First-Grade English Learners: An Observational Study
Author(s): Russell Gersten, Scott K. Baker, Diane Haager, Anne W. Graves
Publication URL: https://www.researchgate.net/profile/Russell_Gersten/publication/249835175_Exploring_The_Role_of_Teacher_Quality_in_Predicting_Reading_Outcomes_for_First-Grade_English_Learners_An_Observational_Study/links/5453d7920cf2bccc490b25cb.pdf
Category: Curriculum, Instruction & Assessment, Professional Development
Grade Level: Early Elementary (K-2)
Keywords: Classroom Observation, Literacy, Teacher Quality
Summary:

This article presents and examines evidence that high-quality instructional practices and approaches ? in other words, good teaching ? contribute positively to ELs’ development of English-language literacy. It provides a useful instrument for evaluating teacher quality and effectiveness.

Closing the Gap: Addressing the Vocabulary Needs of English-Language Learners in Bilingual and Mainstream Classrooms
Author(s): Maria S. Carlo, Diane August, Barry McLaughlin, Catherine E. Snow, Cheryl Dressler, David N. Lippman, Teresa J. Lively, Claire E. White
Publication Info: The Journal of Education 2008/2009, 189(1/2), 57-76
Publication URL: http://www.jstor.org/stable/42748660
Category: Curriculum, Instruction & Assessment
Grade Level: Upper Elementary (3-5)
Keywords: Assessment, Lesson Plans, Vocabulary
Summary:

This article describes a program designed to increase vocabulary and improve reading comprehension in 5th-grade ELs. The program improved these skills in English-only students as well. In addition to a formal, statistical analysis of the results, the article provides detailed lesson plans and activity descriptions.

Language-Specific Materials for Heritage Learners
Author(s): Multiple Authors
Publication URL: http://www.nhlrc.ucla.edu/nhlrc/category/learnteach/materials
Category: Curriculum, Instruction & Assessment
Grade Level: High School (9-12)
Keywords: Biliteracy, Heritage Languages, Less Commonly Taught Languages
Summary:

This collection of workbooks and other resources were designed for summer programs in Arabic, Armenian, Hindi-Urdu, Persian, and Russian. Geared toward high school students who speak these languages at home but have received limited formal instruction in them, they provide an opportunity for ELs who speak less commonly taught languages to develop biliteracy.

Output Strategies for English-Language Learners: Theory to Practice
Author(s): Angela R. Beckman Anthony
Publication Info: The Reading Teacher March 2008, 61(6), pp. 472-482
Publication URL: http://www.jstor.org/stable/20204615
Category: Curriculum, Instruction & Assessment
Grade Level: Early Elementary (K-2), Upper Elementary (3-5)
Keywords: Instructional Strategy, Literacy, Oral Proficiency, Writing
Summary:

This article stresses the importance of developing output skills (speaking and writing, as well as reading and performing aloud) in teaching toward English proficiency. It begins with a theoretical framework, then provides strategies and examples for taking an output-based approach to EL instruction.

Integrating Science with English Language Development
Author(s): Okhee Lee and Mary Avalos
Publication URL: http://www.sedl.org/pubs/sedl-letter/v15n01/6.html
Category: Curriculum, Instruction & Assessment
Grade Level: Early Elementary (K-2), Middle School (6-8), Upper Elementary (3-5)
Keywords: Academic Language, Content Area Instruction, STEM Instruction, Scaffolding, Science Instruction
Summary:

This article shows the results of a study at a school where science instruction was integrated with English language instruction for ELs, providing evidence that ELs improved in both science knowledge and English proficiency as a result of the program. It emphasizes the importance of professional development in effectively implementing this type of program, and gives examples of how teachers integrated writing into the science curriculum.

TESOL Pre-K12 English Language Proficiency Standards Framework
Author(s): none listed
Publication URL: http://www.tesol.org/docs/books/bk_prek-12elpstandards_framework_318.pdf?sfvrsn=2
Category: Curriculum, Instruction & Assessment
Grade Level: All Grade Levels
Keywords: Assessment, Literacy, Oral Proficiency
Summary:

This quick guide to TESOL standards explains differences in expectations by grade level and the five standards that comprise TESOL’s Proficiency Standards Framework. It also defines criteria for TESOL’s five levels of English proficiency and the four language domains, both of which are widely used in EL assessment.

Teaching English Language Learners: What the Research Does ? And Does Not ? Say
Author(s): Claude Goldenberg
Publication URL: http://www.aft.org/sites/default/files/periodicals/goldenberg.pdf
Category: Comprehensive Planning, Curriculum, Instruction & Assessment
Grade Level: All Grade Levels
Keywords: Biliteracy, Content Area Instruction, Instructional Strategy, Literacy
Summary:

This article reviews research principles that underlie best practices for EL instruction and explains the demographics and challenges that face ELs, using accessible prose and sidebars with examples and personal accounts. Since its publication in 2008, it has served as a guiding document for subsequent research and professional development in EL instruction.

Don’t Keep Them in the Dark! Teaching Metaphors to English Language Learners
Author(s): Yu Ren Dong
Publication Info: The English Journal March 2004, 93(4), 29-35
Publication URL: http://www.jstor.org/stable/4128977
Category: Curriculum, Instruction & Assessment
Grade Level: High School (9-12), Middle School (6-8)
Keywords: Cultural Responsiveness, Literacy, Oral Language, Vocabulary
Summary:

This article discusses the difficulties of teaching metaphorical language to ELs, arguing that the most challenging obstacle is not the vocabulary itself, but the cultural contexts embedded into common metaphors. It illustrates examples of metaphors that pose different types of problems for ELs and suggests approaches to helping students master them.

NSTA Position Statement: Science for English Language Learners
Author(s): None listed
Publication URL: http://www.nsta.org/about/positions/ell.aspx
Category: Curriculum, Instruction & Assessment, Professional Development
Grade Level: All Grade Levels
Keywords: Content Area Instruction, Instructional Strategy, STEM Instruction, Science Instruction
Summary:

This position statement lists clear, readily implemented recommendations for the science education of English learners, from the perspective of science teachers. In addition to strategies for curriculum and instruction, it recommends approaches to professional development and future research.