Supporting Language and Literacy Development for English Language Learners (original) (raw)
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English Language Learners in U.S. Schools: An Overview of Research Findings
Journal of Education for Students Placed at Risk (jespar), 2005
This article reviews findings from scientific research that has been conducted in the United States since 1980 on the educational outcomes of English language learners (ELLs). The studies selected for review here are a subset of a more comprehensive body of research conducted during this period that is reported in Genesee, Lindholm-Leary, Saunders, and Christian (in press). Major findings on the oral language, literacy, and academic achievement of ELLs are discussed in 3 separate sections of this article, in addition to a discussion of the gaps and shortcomings in current research in each domain. Recommendations for future research are also presented, including the need for sustained theory-driven research that examines the longitudinal development of and influences of instruction on the oral language, literacy, and academic skills of diverse groups of ELLs across the K-12 span.
High School English Language Learner (ELL) Teachers and the Implementation of ELL Program Policy
2017
The work of English language learner (ELL) teachers is a central component of the education ELL students receive. Because of systemic barriers to equitable education, ELL students at the high school level have not historically met achievement benchmarks at the same rate as their non-ELL peers, as indicated by lower rates of graduation, post-secondary matriculation, and achievement in content area assessments (August, Shanahan & Escamilla, 2009; Callahan, Wilkinson & Muller, 2014). As federal, state, and district policy makers respond to these challenges, the need to better understand the work of ELL teachers-on the groundonly increases with the implications of policy reforms for ELL instruction. Because ELL teachers are often organized into departments at the high school level, there is a greater need to understand how the context of ELL departments shapes the work ELL teachers do, along with the influence of their own agency. Simultaneously, the complexity of ELL teachers' work calls Implications and Conclusion …………………………………………………………… References ……………………………………………………………………………… Appendix: Codebook …………………………………………………………………… Article 3 ………………………………………………………………………………...
Language Minority Students in American Schools: An Education in English
TESOL Quarterly, 2006
In this book Adamson tackles the theoretical, pedagogical, and practical issues that arise in effectively educating the nearly 3.5 million English language learners (ELLs) in the United States. In a readily accessible and direct style, Adamson draws from equal parts of the educational and linguistic research, as well as from his own experiences as a teacher of English in the United States and in other countries. Though he indicates he intended to write the book primarily for students preparing to become teachers of English as a second language (ESL), his broad approach to bilingual education as a whole and his inclusion of a wide range of applicable topics, including language acquisition theory, instructional strategies, educational policy, and scholarship, make his text a worthy read for educators, researchers, linguists, and policy makers. In chapter 1, Adamson describes his own background and recounts his experiences teaching ELLs in the United States and teaching English as a foreign language (EFL) outside the United States, drawing distinctions between the two teaching tasks. He concludes this chapter with a summary of the lessons he learned based on his early teaching experiences. He makes useful and straightforward recommendations for schools on creating meaningful and relevant curricula
Educational Outcomes and Opportunities for English Language Learners
The proportion of California's limited English speaking students is increasing rapidly. Language minority students represent more than one-third of all students in California public schools. The most central educational outcome for these students is English proficiency. Research varies on how long it takes for students to become English proficient, and some data indicate that even the most successful English learners may not master the levels of English required in advanced academic settings. Two issues dominate current concerns about educational opportunities for English learners (instructional programs and teacher quality). There has been considerable controversy over the nature of programs provided to English learners in California, focusing on whether instruction should be in the native language while learning English or simply in English. California passed Proposition 227, which requires a one-year English immersion program rather than native language instruction. Early ind...
Education Northwest, 2010
8.6 percent of total public school enrollment in the Northwest. To address these changes, many district leaders in the Northwest are taking a direct role in supporting the education of ELLs. These leaders are looking for programs, strategies, and practices to help this growing population of students develop English proficiency while simultaneously mastering academic content. The following lessons are derived from Education Northwest's research, evaluation, and technical
2017
The English Language Learner (ELL) student population in the U.S. has been rapidly increasing over the past decade. Between 1998 and 2009, the number of ELL students in U.S. public schools increased by 51% while the general student population increased by merely seven percent (U.S. Department of Education). At present, one in ten students is classified as "ELL", and it is predicted that 25% of students will be categorized as such by 2025 (TESOL, 2013). While the population of ELL students continues to grow, the academic performance of this group continues to evidence a consistent and substantial achievement gap over time (Gándara & Hopkins, 2010; Olsen, 2009). The growing population of ELL students combined with the persistent achievement gap has generated concern and specific policy responses by states and districts. For example, in California, where ELLs constitute 25% of the student population (Rumberger & Gándara, 2005), ELL students are required to take English Language Development (ELD) and modified instruction (or "sheltered") courses. Some districts and schools also provide bilingual education or dual immersion, usually with the goal of transitioning ELL students to English-only instruction. Yet these interventions are failing to close the achievement gap for ELL students. This is especially true for Latino ELL students, who make up 75% of the national ELL student population (Garcia & Kleifgen, 2010), and 84% of the ELL population in California (California Department of Education). The academic performance of Latino ELL students in particular remains far below that of other students (
Literacy and English Language Learners
Syllabus (grad & undergrad), 2019
This course is a collaborative inquiry into theoretical and practical knowledge that is essential for educators to understand issues in teaching English Language Learners. We will investigate how the educational experiences we construct with students are invariably informed by both our explicit and implicit theories of practice. Together, we will develop an understanding of our personal approaches to instructing English Language Learners. We will draw on cognitive, sociocultural, and critical theories to explore diverse topics in teaching diverse English language learning populations. Topics explored • Definitions of English Language Learners (ELLs); • Impacts of language and literacy policy on learning opportunities for ELL students and teachers; • Culturally Sustaining Pedagogy and your understanding of language learning; • Program and assessment models; • Literacy instruction for ELL students including disciplinary literacy across ELL contexts; and • Teacher accountability regarding support for ELL students.