This collection of research provides a review of research on the effective practices for improving outcomes for English learners including academic achievement.
Author(s): Caroline E. Parker, Josephine Louie, Laura OÍDwyer
Publication URL: https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2009066.pdf
Category: Curriculum, Instruction & Assessment
Grade Level: Middle School (6-8)
Keywords: Academic Language, Accommodations, Assessment, Standardized Testing
Summary:
This report shows that, for English learners, proficiency in reading and writing is a strong predictor of performance on standardized assessments, whereas proficiency in speaking and listening predicts performance less strongly. It shows how assessment data can lead to greater understanding of how to prepare ELs for standardized testing.
Teacher Use of Formative Assessment Data for English Language Learners
Author(s): Margaret Heritage, Sandy Chang
Publication URL: http://cresst.org/wp-content/uploads/ELL_Symposium_FINAL.pdf
Category: Curriculum, Instruction & Assessment, Professional Development
Grade Level: Middle School (6-8)
Keywords: Assessment
Summary:
This article reports on a series of focus groups with EL teachers, and shows that many teachers do not understand how to use formative assessment data to improve instruction and evaluate studentsÍ knowledge and achievement. It recommends that designers of assessments provide clearer information about the meaning of studentsÍ scores, and that teachers receive additional professional development in making the most of formative assessments.
Guidelines for the Assessment of English Language Learners
Author(s): Mary J. Pitoniak, John W. Young, Maria Martiniello, Teresa C. King, Alyssa Buteux, Mitchell Ginsburgh
Publication URL: http://www.ets.org/Media/About_ETS/pdf/ELL_Guidelines.pdf
Category: Curriculum, Instruction & Assessment
Grade Level: All Grade Levels
Keywords: Accommodations, Assessment, Standardized Testing
Summary:
This guide, produced by the Educational Testing Service, provides guidelines for the assessment of English learners. It is intended to be useful to designers of assessments as well as those who administer exams or interpret test data. It recommends ways to write assessments that are culturally responsive and use accessible language, and discusses how to choose and implement accommodations for students.
Assessment Considerations for Young English Language Learners Across Different Levels of Accountability
Author(s): Linda M. Espinosa, Michael L. Lopez
Publication URL: http://www.first5la.org/files/AssessmentConsiderationsEnglishLearners.pdf
Category: Curriculum, Instruction & Assessment
Grade Level: Early Childhood
Keywords: Assessment, Disability Screening, Dual Language Learners, Early Literacy, Language Development, Special Education
Summary:
This guide explains how changing demographics and the specific needs of EL children impact assessment strategies. It provides definitions of different types of young English learners and describes how their language skills and cultural experiences can affect assessment procedures and results. The handbook includes lists of goals and purposes for assessment, and suggests how current EL assessment strategies can be adapted to address these goals and purposes.
Learning English and “Smartness”: Refugee Students Negotiate Language, Reception, and Ability in School
Author(s): Liv Thorstensson
Publication URL: https://docs.lib.purdue.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1056&context=jsaaea
Category: School Culture and Climate
Grade Level: High School (9-12)
Keywords: Asian-American Students, Identity Formation, Newcomer Students, Refugees, Students with Limited or Interrupted Formal Education
Summary:
This article explores how Southeast Asian refugee high school students navigate language learning and identity formation. It reveals how assumptions about Southeast Asians, as well as about English learners and refugees, affect these studentsÍ motivation, self-perception, and success. Narratives and examples from students and teachers demonstrate the importance of engaging with these students in a culturally responsive manner and maximizing their interaction in mainstream classes.
Supporting Southeast Asian American Family and Community Engagement for Educational Success
Author(s): Phitsamay S. Uy
Publication URL: http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1131&context=jsaaea
Category: Community and Family Engagement
Grade Level: All Grade Levels
Keywords: Asian-American Students, Communicating with Families, Cultural Responsiveness, Refugees
Summary:
This article explains the characteristics and needs of Southeast Asian families in the United States, focusing on how cultural differences sometimes lead them to be overlooked or misunderstood. It offers clear recommendations for improving outreach and strengthening family engagement.
: Breaking Down Barriers: Immigrant Families and Early Childhood Education in New York City
Author(s): Rasmia Kirmani and Vanessa Leung
Publication URL: http://www.cacf.org/documents/Breaking%20Down%20Barriers%20Policy%20Brief.pdf
Category: Community and Family Engagement
Grade Level: Early Childhood
Keywords: Asian-American Students, Communicating with Families
Summary:
This policy brief presents five clear recommendations for developing early childhood education and outreach services to immigrant families. It investigates the needs of both service providers and immigrant families. While focused on New York City, most of its observations and recommendations apply to any community with a diverse immigrant population.
Asian Americans in Washington State: Closing Their Hidden Achievement Gaps
Author(s): Shirley Hune, David T. Takeuchi
Publication URL: http://capaa.wa.gov/wp-content/uploads/2014/06/AchievementGapReport.pdf
Category: Community and Family Engagement, Comprehensive Planning, School Culture and Climate
Grade Level: All Grade Levels
Keywords: Asian-American Students, Communicating with Families, Community Engagement, Cultural Responsiveness
Summary:
This handbook explores the unique challenges experienced by Asian-American students, including ELs, especially those challenges that often go unnoticed because they are often perceived as not at risk. The report provides historical and demographic data on Asian-Americans, and strategies for engaging and supporting Asian-American students and families. While some material is specific to Washington, most is applicable to any state or city.
What Teachers Should Know About Instruction for English Language Learners
Author(s): Theresa Deussen, Elizabeth Autio, Bruce Miller, Anne Turnbaugh Lockwood, Victoria Stewart
Publication URL: http://educationnorthwest.org/sites/default/files/resources/what-teachers-should-know-about-instruction-for-ells.pdf
Category: Comprehensive Planning, Professional Development
Grade Level: All Grade Levels
Keywords: Academic Language, Content Area Instruction, Cultural Responsiveness, Literacy, Mainstream Teachers, Oral Proficiency, Teacher Collaboration
Summary:
This report serves as an introductory professional development handbook for mainstream teachers who work with ELs. It delineates five principles common to all teachers, then outlines additional principles and strategies for teachers in subject areas. For each principle, the report explains pedagogical strategies and examples of activities that support them.
Solving the Puzzle: Dual Language Learners with Challenging Behaviors
Author(s): Karen Nemeth, Pamela Brillante
Publication URL: http://www.jstor.org/stable/42731273
Category: School Culture and Climate
Grade Level: Early Childhood
Keywords: Behavior Management, Cultural Responsiveness, Dual Language Learners
Summary:
This article explores how teachers and schools can respond when young English learners engage in disruptive or otherwise challenging behavior. It defines several categories of challenging behavior common to ELs and to students in general, and provides strategies for prevention, culturally responsive understanding, and adaptive instruction.