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Claude Goldenberg Stanford University Teaching English Language Learners: What the Research Does —and Does Not—Say

Claude Goldenberg Stanford University Teaching English Language Learners: What the Research Does—and Does Not—Say

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Claude Goldenberg Stanford University

Teaching English Language Learners: What the Research Does—and Does Not—Say

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classroom teacher school, district, or state administrator curriculum coordinator staff development specialist/trainer university educator or administrator researcher other

Quick Poll

Your primary professional role:

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Setting the stage… ELs--large, growing, diverse population(s) Almost everything about educating ELs is

controversial ELs have language and academic needs Research is growing, but there are many

uncertainties and controversies about effective approaches

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Presentation outline

U.S. English learner population The ELL research base Key conclusions from the research Current and future directions

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Test your knowledge: ELL demographics

Approx. what % of school-age population is ELL?

Where were the majority of ELLs born? Approx. what % of ELLs are Latino? Demographically, how is the Latino

population different from overall U.S. population?

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Who are “English learners”? Students who are not sufficiently proficient in

English to be able to benefit adequately from mainstream instruction.

States have explicit procedures for identifying ELs 5.1 million ELs in U.S. schools… >10% of the

school-age population Nearly half of all teachers in the U.S. have at least 1

EL in their classroom

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Who are “English learners”? Students who are not sufficiently proficient in

English to be able to benefit adequately from mainstream instruction.

States have explicit procedures for identifying ELs 5.1 million ELs in U.S. schools… >10% of the

school-age population Nearly half of all teachers in the U.S. have at least 1

EL in their classroom

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Who are “English learners”? Students who are not sufficiently proficient in

English to be able to benefit adequately from mainstream instruction.

States have explicit procedures for identifying ELs 5.1 million ELs in U.S. schools… ~10% of the

school-age population Nearly half of all teachers in the U.S. have at least 1

EL in their classroom

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Who are “English learners”? Students who are not sufficiently proficient in

English to be able to benefit adequately from mainstream instruction.

States have explicit procedures for identifying ELs 5.1 million ELs in U.S. schools… >10% of the

school-age population Nearly half of all teachers in the U.S. have at least 1

EL in their classroom

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ELLs in U.S. schools

• ELL increase since 1990: 150% 1990: 5% of students are ELL (2 million) 2005: >10% of students are ELL (5 million) 2025: 25% predicted 2050: 40% predicted

• Most ELLs born in the United States• 80% of ELLs are Latino

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Achievement of ELLs

Tend to lag behind in academic achievement, on virtually any measure:

Standardized tests, NAEP, grades, graduation rates, post HS participation.

Students of Mexican and Cent. Amer. descent --by far the largest EL group--esp. at risk

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California’s ELLs, by language

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The U.S. Latino population

Very diverse, but overall tends to be…• younger (36%<18yrs old vs. 24% non Hisp

whites)• poorer (23%≥$35K/yr vs. 49%)• less educated (57% ≥high school vs. 88%)

…than native-born or other foreign-born US residents.

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Latino population (cont’d)• More likely to be immigrant or child of

immigrants than the rest of the US population (nearly 40% foreign born).

• Mexican-, Central American-origin have lowest levels of income and education; Cubans have highest. Within group differences as well.

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The ELL research base

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Historically, ELL research has been…

• Dominated by language of instruction debate• Strongly ideological• Surprisingly sparse on important topics (e.g.,

accelerating ELD)• Insufficiently attentive to student outcomes• Difficult to use as basis for practice

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Research base is changing Research consensus on some issues More research is looking at student outcomes Language of instruction not as dominant Similarities and differences in effective

practices for ELLs & non-ELLs

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2 recent research syntheses

National Literacy Panel (NLP)Developing Literacy in Second-Language Learners:

Report of the National Literacy Panel on Language-Minority Children and Youth (erlbaum.com)

Center for Research on Education, Diversity, and Excellence (CREDE)

Educating English Language Learners (cambridge.org)

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Test your knowledge: Role of the primary language (L1)

Does teaching children to read in their L1 help or hurt their reading achievement in L2?

If ELLs are in “English immersion,” should their L1 be used at all?

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Key findings from the syntheses

1. Teaching children to read in L1 promotes achievement in L2.

2. Components of effective instruction generally apply to English learners.

3. Modifications or enhancements are necessary, primarily due to language limitations.

* National Literacy Panel and Center for Research on Education, Diversity, and Excellence (CREDE)

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1. Language of instruction

• L1 (e.g., Spanish) instruction is beneficial for L2 (e.g., English) achievement (5 meta-analyses).

• Effect size approximately .3-.4 (small to moderate; cf phonics instruction)

• Learning to read in L1 and L2 simultaneously• Inconclusive data on length of time for L1 instruction• 2way instruction very promising (benefits of

bilingualism/biliteracy--beyond benefits for L2)

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Transfer of literacy skills from first to second language

• What is transfer? (positive and negative)

• Bottom line:

Knowing academic skills in one language helps you learn academic skills in another

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L1 in “English immersion”

• Some data on effectiveness• L1 “support” rather than L1 instruction--

* cognates* brief L1 explanations* preview-review* teach strategies in L1

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Test your knowledge: Effective instruction in English for ELLs

Does teaching ELLs and teaching non ELLs require entirely different instructional strategies?

How is effective instruction for ELLs and effective instruction for non ELLs alike? How are they different?

Does “culturally-relevant” instruction improve achievement for ELLs?

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Key findings from the syntheses

1. Teaching children to read in L1 promotes achievement in L2.

2. Components of effective instruction generally apply to English learners.

3. Modifications or enhancements are necessary, primarily due to language limitations.

* National Literacy Panel and Center for Research on Education, Diversity, and Excellence (CREDE)

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2. Effective instruction generally applies across the board

• What works for L1 instruction generally works for L2:* clear goals and objectives* well-designed instruction and instructional routines* clear input and modeling* active engagement and participation* informative feedback* application of new learning* practice and periodic review* interaction with other students* frequent assessments, with re-teaching as needed.

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Results are generally, but not entirely, consistent with findings for L1 reading: • phonemic awareness• phonics• oral reading fluency (mixed results)• vocabulary• reading comprehension strategies (weakest effects)• writing

Same applies to literacy instruction in L2

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Key findings from the syntheses

1. Teaching children to read in L1 promotes achievement in L2.

2. Components of effective instruction generally apply to English learners.

3. Modifications or enhancements are necessary, primarily due to language limitations.

* National Literacy Panel and Center for Research on Education, Diversity, and Excellence (CREDE)

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3. Adjustments are necessary when teaching ELLs in L2

Although many effective practices are similar for ELLs and non ELLs, interventions that target language and text comprehension skills tend to be less effective for ELLs. WHY?

ELLs face the double challenge of learning academic content and the language of

instruction simultaneously

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Possible adjustments

• target language AND content skills• tasks must be very clear• redundant information, e.g. gestures, visual cues• pictures, demonstrations, “realia”• graphic organizers (tables, webs, Venn diagrams)• material with familiar content (cultural or background knowledge

can influence comprehension)• strategic use of L1 (e.g., cognates, other L1 support)• extra practice and time• responses commensurate with students’ language proficiency

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In sum….

• Many promising ideas for promoting achievement (esp. in literacy) for ELLs

• But little data on the effects of instructional adjustments on ELLs’ achievement

• Too few studies to make determinations in any one area (e.g., relative effects of different ways to teach comprehension)

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Socio-cultural influences

… the social contexts in which children and youth live and go to school… defined or influenced by group beliefs, attitudes, behaviors, and practices, which are often related to social and political circumstances, material (or economic) resources, and/or their ethnic, cultural, or national origin and identity. Any of these factors, and in virtually any combination, can constitute "socio-cultural influences" and define a particular "socio-cultural group."

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Research on socio-cultural factors

• A wide gap between what is generally believed and what research supports

• With a few exceptions, surprisingly little research looks at cultural factors in relation to student outcomes

• Little experimental research that examines whether culturally-relevant instruction produces greater learning

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Socio-cultural influences:Familiar content

• Familiarity with content has a positive effect on literacy.* Reading comprehension (Arab students in Canada;

Nigerian students learning in English)* Writing (British pre-school)

• “Familiarity” might not mean “cultural familiarity”* The “lived experience” (British pre-school; Latino students and reading comprehension)

• Language proficiency in relation to text language has far greater influence

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Socio-cultural influences:Parents

• Parents can have a positive effect on literacy outcomes. • Highly motivated to help children succeed in school.• Most have at least rudimentary literacy skills; many have more• Virtually all will support school efforts to help children do well in

schoolHowever, schools typically do not take advantage of this.

• Stereotypes and assumptions (“culture of poverty”)• Parents don’t always spontaneously behave in the way educators

expect• Different roles and expectations in home countries

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Other socio-cultural influences• “Culturally compatible” instruction can positively affect motivation,

engagement, and participation (“participation structures” of Native Hawaiians)

• Little other evidence for the impact of cultural factors (aside from language per se) or social group factors (aside from socio-economic) on literacy outcomes.

• Achievement effects of culturally accommodated instruction for ELLs have not been shown (mastery learning vs. culturally adapted instruction)

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What’s an appropriate instructional framework for ELLs?

• L1 instruction should be used.• As needed, students should be taught to transfer what they

know in L1 to L2 learning tasks (don’t assume they know).

• Use effective teaching approaches! Teaching/learning in L1 and L2 can be approached in similar ways, but….

• Adjustments or accommodations are needed due to language limitations; we have a promising list of these, but little data.

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What about English language development (ELD)?

Little data on what type of ELD instruction is most beneficial

Probably some combination of “form focused” and “communicative” approaches

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Areas of needed research: Curriculum and instruction

• 2-way language models that aim for bilingualism and biliteracy

• Accelerating English acquisition

• Use of L1 in English immersion

• How effective is sheltered/SDAIE and for what?

• Parent involvement that promotes advanced achievement

• Comprehensive/complex models to promote high levels of language (esp. vocabulary) and literacy development

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Areas of needed research: Culture and political issues

• If ELL students are taught in ways that are “culturally accommodated,” will their achievement improve?

• What should be the role of ELL students’ home culture in helping shape the school’s curriculum and instruction?

• Can ELL students’ achievement be enhanced by giving greater prestige and status to their culture and language?

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Challenges and directions for the future

• Ideology--language (for/against L1 use in school); socio-cultural-political issues (role of culture; social status; history of discrimination).

• Complexity--curriculum and instruction overlaid with language, culture, and socio-political dimensions.

• Opportunities--rather than exclusively liabilities and handicaps.