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In this chapter, we provide you with basic information on English learners in today’s classrooms, including discussion of demographic changes, legislative demands, and technological innovations that impact teachers and students. We address the following questions: 1. Who are English learners? 2.
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English Language Learners in K-12 Classrooms: Problems, Recommendations and Possibilities Introduction It is well-known that literacy skills acquired in elementary and secondary schooling lay the crucial foundation for students’ post-secondary success, the increasing significance of which cannot be over-stated. However, many students
- Trisha Henderson
- 2019
Jun 3, 2009 · specific to educating non-English proficient students, therefore, this article develops from the experiences of regular educators and attempts to provide classroom teachers with the initial steps for accommodating English Language Learners (ELL) in their classrooms. Step 1 – Access Background Knowledge
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- What the Research Does—and Does Not—Say
- And so, we bring you this article with four goals in mind. First, we hope that everyone who engages in debates about educating
- By Claude Goldenberg
- What the Research Does Not Say—Yet
- Bilingual Reading Instruction helps, but in What Settings? With Which Students? For how Long?
- Can ELLs’ Oral English Develop-ment Be Accelerated? how?
- What Is the Best Way to Teach English Language Development?
- A Research-Based Web Site for ELLs’ Teachers and Parents
- In
- Instructional Modifications for English Learners
- Making Text in English More Com-prehensible by Using Texts with Content that Is Familiar to Students
- Building Vocabulary in English
- Using the Primary Language for Support
- Supporting ELLs in English-Only Settings
- Assessing Knowledge and Language Separately
- Productive among English Speakers
- Adding Time
- Two Classroom Views
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Should students who are learning English spend the school day in classes where only English is spoken? Or should they be taught reading and other academic skills and content in their native language? Or should their classes be primarily in English, but include some explanations or materials in their native language? If their native language is to b...
Claude Goldenberg is professor of education at Stanford University. Pre-viously, at California State University, Long Beach, he was associate dean of the College of Education and executive director of the Center for Language Minority Education and Research. He served on the National Research Council’s Committee for the Prevention of Early Reading D...
you are in second grade. Through-out the year you might be expected to Imagine learn irregular spelling patterns, diph-thongs, syllabication rules, regular and irregular plurals, common prefixes and suf-fixes, antonyms and synonyms; how to follow written instructions, interpret words with multiple meanings, locate informa-tion in expository texts, ...
As discussed throughout the main article, current research offers some solid information that should help educators increase English learners’ achievement. but many critical questions remain unanswered. What follows is in no way an exhaustive list. Rather, it is a brief look at three groups of questions that educators and others frequently ask, an...
beyond the finding that primary language reading instruction promotes reading achievement in English (and in the primary language), there are more questions than answers. The NLP and cREdE syntheses should be catalysts to untangling the role of primary language instruction in ELLs’ education and serve as the platform from which to ask important que...
The NLP and cREdE reports reached similar conclusions regarding effective instructional practices for ELLs. This is good news. We need to find points of agreement in this complex and conten-tious field. but there is still a great deal that we do not know. There is one area in particular in which more research is desperately needed: oral English dev...
This is another area about which there is little agreement. in fact, until fairly recently, researchers were divided on the question of whether a second language could even be taught directly, as opposed to being acquired through meaningful interactions with other speakers. however, we now are pretty confident that teaching the language directly he...
Remember the warm feeling you had as a child when you reached discussion questions; they offer an in-depth look at important issues the end of a favorite story and read “and they lived happily ever such as ELLs with learning disabilities and assessing ELLs. All of these after”? That’s where the name of this informative Web site comes resources are ...
many schools, instruction in the primary language is not feasible, because there is no qualified staf or because stu-dents come from numerous language backgrounds or, sadly, because of uninformed policy choices or political decisions. English learners can still be helped to achieve at higher levels. Although the research here is not as solid as the...
Learning new content in an unfamiliar language is very challenging, so it’s important for teachers to make instruc-tional modifications—some of which are aimed at building ELLs’ English proficiency and some of which are designed to give them greater access to academic content. Unfortunately, little research exists to indicate what constitutes appro...
Teachers of all subjects need to help ELLs with reading comprehension. Reading about unfamiliar content in a language that is also unfamiliar places an increased cognitive load on learners. So, an effective approach appears to be to take into account ELLs’ different experiential bases. The NLP found that when ELLs read texts with more familiar mate...
What constitutes effective vocabulary instruction for ELLs and how does it differ modifications are almost certainly necessary. A very important finding that emerged from the NLP’s review was that the impact of instructional practices or interventions tends to be weaker for English learners than for English speakers. For example, the National Readi...
Probably the most obvious instructional modification is to use the primary language for clarification and explana-tion. This can be done by the teacher, a classroom aide, a peer, or a volunteer in the classroom. it is easy to see how explaining or clarifying concepts in the home language can help ELLs access what is going on in the classroom. but i...
in addition to accommodations that make use of students’ primary language, a number have been suggested that only make use of English. All of the following appear to be “generic” scaffolds and supports, that is, there is little obviously tailored to ELLs. They might, in fact, be effective strategies for many students— particularly those who need mo...
because language limitations are likely to obscure what children actually know and can do, it is essential that ELLs be assessed in a way that uncouples language proficiency from content knowledge. A good illustration of why this is important comes from a study in which researchers used various instructional strategies to teach preschool ELLs rhymi...
Another proposition with weak research backing is that grouping ELLs and English speakers during instruction will, in itself, promote ELLs’ oral English proficiency. Teachers sometimes assume (not unreasonably) that pairing ELLs and English speakers will provide ELLs with productive language-learning opportuni-ties, but the cREdE synthesis casts do...
Given that ELLs have more to learn—the regular curriculum that everyone must learn, plus English—it makes sense to consider ways to provide them with extra time for learning. Extended day, after school, extended year, summer school, and extra years to earn a diploma are all possibilities. A recent article in Education Week makes a very compelling c...
Since there’s no one best way to educate English language learners (ELLs), schools have adopted a wide variety of models. Early exit, late exit, transitional, developmental, sheltered—the sea of programs and terminology is murky at best. To bring some clarity, turn to CREDE’s Program alternatives for Linguistically Diverse Students (http:// crede.b...
duplicating things, it still seems like we’re trying to teach a year’s worth of curricu-lum in half the time. The biggest chal-lenge is making sure that we’re giving the support that young readers need. Katie Kurjakovic, Kathryn M. Phelan School–P.S. 11, Queens Of the many languages our students speak, the top two are bengali and Spanish. To meet t...
This conceptual paper presents diverse approaches and strategies for preparing competent teachers who work with either English Language Learners (ELLs) or students who speak English as a Second Language (ESL). The pedagogical approaches discussed herein include practical and hands-on activities for teachers at any level.
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In an Eastern U.S. school district, little is understood about how elementary general education teachers apply instructional strategies for English Language Learners (ELLs) in the classroom and which strategies they perceive support academic achievement.
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In many mainstream classrooms in the United States, English Language Learners (ELLs) are placed with native English speakers for at least part of the school day, and are expected to learn the same academic material as well as develop proficiency in English.
