This collection of research provides a review of research on the effective practices for improving outcomes for English learners including academic achievement.
Author(s): Linda Harklau
Publication URL: http://www.jstor.org/stable/3588096
Category: School Culture and Climate
Grade Level: College and Higher Education, High School (9-12)
Keywords: College and Career Readiness, Identity Formation
Summary:
This article follows three immigrant students as they make the transition from high school to college. It explores how each institutionÍs image of them, and of immigrant and EL students in general, affected their identity, and in turn their academic performance and attitudes. It concludes with suggestions for creating environments that support these students, particularly urging colleges to implement placement strategies that avoid categorizing students who have graduated from high school in the United States as possessing ñdeficientî language skills.
Engaging Prekindergarten Dual Language Learners in Projects
Author(s): Meredith K. Jones, Pamela L. Shue
Publication URL: http://www.jstor.org/stable/42731299
Category: Curriculum, Instruction & Assessment
Grade Level: Early Childhood
Keywords: Collaborative Learning, Dual Language Learners, Family Involvement Strategies
Summary:
This article uses the example of a specific class project to explore how to use projects and themes to engage preschool ELs in hands-on discovery that fosters dual language learning. It provides questions and strategies for implementing similar projects, as well as suggestions for involving families in class projects.
Exploring the Educational Involvement of Parents of English Learners
Author(s): Elizabeth M. Vera, Marla Susman Israel, Laura Coyle, Joanna Cross, Laura Knight-Lynn, Isabel Moallem, Gina Bartucci, Nancy Goldberger
Publication URL: http://www.adi.org/journal/2012fw/VeraEtAlFall2012.pdf
Category: Community and Family Engagement
Grade Level: Early Elementary (Grades K-2), Upper Elementary (Grades 3-5)
Keywords: Family Involvement Strategies, Family Literacy
Summary:
This article investigates the various ways in which parents of ELs are involved in their childrenÍs schools and education. It shows that parents are very involved in in-home support but less likely to become involved in community activities and resources, and that a number of demographic factors impact involvement. The article provides recommendations for maximizing and diversifying parent involvement.
The Intersection of Inquiry-Based Science and Language: Preparing Teachers for ELL Classrooms
Author(s): Molly Weinburgh, Cecilia Silva, Kathy Horak Smith, Judy Groulx, Jenesta Nettles
Publication URL: https://www.researchgate.net/publication/263669619_The_Intersection_of_Inquiry-Based_Science_and_Language_Preparing_Teachers_for_ELL_Classrooms
Category: Curriculum, Instruction & Assessment, Professional Development
Grade Level: Early Elementary (Grades K-2), Upper Elementary (Grades 3-5)
Keywords: Academic Language, Content Area Instruction, Inquiry-Based Learning, Interdisciplinary, STEM Instruction, Science Instruction, Summer Programs
Summary:
This article reports on a study that explores a model for integrating science and language instruction for ELs, using an inquiry-based, 5R Instructional Model. It shows that, for the students in the study, growth in academic language was tied to conceptual understanding. As a result, the article recommends using similar strategies to prepare pre-service and in-service teachers to teach science to ELs.
Analysis of an Instructional CoachÍs Role as Elementary School Language TeachersÍ Professional Developer
Author(s): Chin-Wen Chien
Publication URL: https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1004/435
Category: Professional Development
Grade Level: All Grade Levels
Keywords: Professional Development Strategies, Teacher Coaching
Summary:
This article gives an extended example of a successful instructional coaching program for professional development of teachers of ELs. It reports the most effective aspects as well as those that limited the workshopÍs effectiveness, and offers suggestions for schools and districts as well as for instructional coaches.
Many Languages, One Teacher: Supporting Language and Literacy Development for Preschool Dual Language Learners
Author(s): Elizabeth S. Magruder, Whitcomb W. Hayslip, Linda M. Espinosa, Carola Matera
Publication URL: http://www.jstor.org/stable/42731296
Category: Curriculum, Instruction & Assessment
Grade Level: Early Childhood
Keywords: Dual Language Learners, Early Literacy, Oral Proficiency
Summary:
This article presents a strategy for differentiating oral language proficiency in Pre-K classrooms whose EL students demonstrate varying levels of communicative ability in English. It outlines the Personalized Oral Language(s) Learning program, designed for the Los Angeles Unified School District, explaining each component and providing examples of how they can be implemented.
Supporting Young English Learners in the United States
Author(s): Lisa Barrow, Lisa Markman-Pithers
Publication URL: : http://www.jstor.org/stable/43940586
Category: Comprehensive Planning, Curriculum, Instruction & Assessment
Grade Level: All Grade Levels
Keywords: Dual Language Instruction, Instructional Strategy, Sheltered Instruction
Summary:
This article compares the various predominant methods of teaching English learners. It divides the many approaches into two broad categories _ Bilingual and English Immersion_ and explores the pros and cons of each from a research-based perspective. It concludes that the structure and approach of classes are ultimately less important than other factors, such as the overall quality of a program and alignment with a school and districtÍs goals for its EL students.
Differentiated instruction for English language learners as “variations on a theme”: Teachers can differentiate instruction to support English language learners
Author(s): Laura Baecher, Marcus Artigliere, David K. Patterson, Adrian Spatzer
Publication URL: http://www.jstor.org/stable/23074855
Category: Curriculum, Instruction & Assessment
Grade Level: Middle School (6-8)
Keywords: Cultural Responsiveness, Differentiated Instruction, Scaffolding
Summary:
This article proposes differentiated instruction as an alternative to sheltered instruction for middle school ELs, arguing that this helps young adolescent ELs integrate with English proficient peers and master content area knowledge in preparation for high school. It provides a set of guiding principles for differentiation in middle school, as well as several detailed examples of implementation and its effects on students.
Defining an Adequate Education for English Learners
Author(s): Patricia Gàndara, Russell W. Rumberger
Publication URL: http://www.jstor.org/stable/educfinapoli.3.1.130
Category: Comprehensive Planning, Leadership
Grade Level: All Grade Levels
Keywords: Finance and Funding, Goal Setting, State and Federal Regulations
Summary:
This article addresses the frequent government mandate for ñadequateî education and explores how this translates to practical comprehensive planning tasks such as budgeting, program funding, and goal setting. It argues that low-income ELs have similar needs to low-income students in general, and suggests ways to align financial planning with instructional goals.
A Gay Immigrant Student’s Perspective: Unspeakable Acts in the Language Class
Author(s): Cynthia D. Nelson
Publication URL: http://www.jstor.org/stable/27896741
Category: School Culture and Climate
Grade Level: Adult and Continuing, College and Higher Education
Keywords: Classroom Climate, Cultural Responsiveness, LGBTQIA Students and Issues
Summary:
This case study of the experience of a gay immigrant student in a community college class provides insight into the unique challenges that LGBTQIA ELs can face in the classroom. The article explores how to show sensitivity toward gender and sexual minorities in the EL classroom, and how to turn these studentsÍ challenges into learning opportunities for themselves and for the class as a whole.