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Effective Practices for Teaching English Language Learners
A Resource Document for North Carolina’s ELL Work Group
The Appalachia Regional Comprehensive Center (ARCC) at Edvantia is one of 21 technical assistance centers—16 regional centers and 5 content centers—funded by the U.S. Department of Education. The ARCC provides the state education agencies in Kentucky, North Carolina, Tennessee, Virginia, and West Virginia with intensive technical assistance to address the No Child Left Behind (NCLB) requirements and meet student achievement goals. The ARCC at Edvantia is a dynamic, collaborative network consisting of the Center for Equity and Excellence in Education (CEEE), ESCORT, the National Center for Family Literacy (NCFL), the SERVE Center for Continuous Improvement at the University of North Carolina–Greensboro, and the Southern Regional Education Board (SREB).
Edvantia is a nonprofit corporation, founded in 1966, that partners with education agencies,
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Table of Contents
What the Research Says .........................................................................................................1 Key Findings ....................................................................................................................2
Effective Instructional Practices ............................................................................................4 Literacy and ELLs ............................................................................................................5
Instructional Framework for Teaching Reading to ELLs ..........................................5 Recommendations for Reading Instruction and Intervention ....................................6
Mathematics and ELLs ....................................................................................................6 Recommendations for Mathematics Instruction and Intervention .............................7
Developing Language Proficiency Skills ...............................................................................7
Building Academic Language Skills in Content Areas .........................................................8 Characteristics of Academic Language ...........................................................................8 Academic Language Proficiency vs. Academic Content Knowledge .............................9 Project QuEST—Quality English and Science Teaching ................................................10 Supporting ELLs in English-Only Academic Settings ....................................................10 SIOP Model .....................................................................................................................11 Quality Teaching for English Learners (QTEL) ..............................................................11
Characteristics of Effective Programs at the Elementary, Middle, and Secondary Levels ...13 Elementary School ...........................................................................................................13 Middle School ..................................................................................................................13 Secondary School .............................................................................................................13
Professional Development for Teachers of ELLs ..................................................................14 What Teachers Need to Know and Be Able to Do ..........................................................14
Effective Professional Development Models .........................................................................15 Project GLAD ..................................................................................................................17 English Learners and the Language Arts (ELLA) ...........................................................17 ELLA’s Effective Practices for ELL Students .................................................................17 Doing What Works ..........................................................................................................17 Instruction and Learning Appraisal for ELLs ..................................................................18
Resources ...............................................................................................................................19 Publications ......................................................................................................................19 Web Sites .........................................................................................................................21
References ..............................................................................................................................22
Effective Practices for Teaching English Language Learners
English Language Learners (ELLs) are defined as students whose first language is not
English and who are in the process of learning English. As part of its efforts to address the
educational needs of ELLs, the North Carolina Department of Public Instruction (DPI) is a
member of the World Class Instructional Design and Assessment (WIDA) Consortium. After
adopting English Language Proficiency Standards for ELLs, the DPI is now building its capacity
to develop and deliver quality professional development on the standards and research-based
practices for teaching ELLs. This professional development initiative will first target DPI staff
and then expand into statewide professional development for administrators and teachers.
In response to the DPI’s request for technical assistance, staff of the Appalachia Regional
Comprehensive Center (ARCC) prepared this brief, which aims to (1) increase the DPI staff’s
understanding of the current research on ELLs, and (2) build DPI capacity to implement a
systemic professional development initiative that will increase the achievement of ELLs.
What the Research Says
Historically, research on ELLs has been dominated by debates on the language of
instruction, limited on important topics (e.g., accelerating English language development),
neglectful of student outcomes, and difficult to put into practice. However, the ELL research
base is changing as researchers reach consensus on some issues, focus on student outcomes,
examine similarities and differences in effective practices for ELLs and non-ELLs, and reduce
their emphasis on the language of instruction.
Two recent syntheses of the research on educating ELLs, Developing Literacy in Second-
Language Learners: Report of the National Literacy Panel on Language-Minority Children and
Youth (National Literacy Panel) and Educating English Language Learners (Center for Research
on Education, Diversity, and Excellence), represent the most comprehensive information to date
on effective approaches to help ELLs succeed in school. Although research to guide policy and
practice remains insufficient, the key findings from these two reviews do provide guidance based
on current research about effective practices for teaching ELLs. The key findings from these
research syntheses are outlined in the following section.
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Key Findings
1. Teaching children to read in Language 1(e.g., Spanish) promotes achievement in
Language 2 (e.g., English).
The data are inconclusive on the length of time for L1 instruction; however, ELLs can learn to
read in L1 and L2 simultaneously. Knowing academic skills in one language helps ELLs learn
academic skills in another because ELLs can transfer literacy skills from the first to the second
language. Data on the effectiveness of “English immersion” are limited.
2. Components of effective instruction generally apply to ELLs.
What works for L1 instruction generally works for L2. Key components of effective instruction
include
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 reteaching as needed (August & Shanahan, 2006).
Similar findings apply to literacy instruction in L2 when specific components of literacy
instruction (e.g., phonemic awareness, phonics, oral reading fluency, vocabulary, reading
comprehension strategies, and writing) are emphasized (August & Shanahan, 2006).
3. Accommodations are necessary, primarily due to language limitations, when teaching
ELLs in L2.
Several effective practices can be used for both ELLs and non-ELLs; however, interventions that
target language and text comprehension skills tend to be less effective for ELLs. The most
common accommodations include
targeting language and content skills
making tasks very clear
providing redundant information through gestures, visual cues, pictures,
demonstrations, “realia”
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using graphic organizers (tables, webs, Venn diagrams)
providing material with familiar content since cultural or background knowledge can
influence comprehension
providing extra practice and time
seeking student responses commensurate with their language proficiency (August &
Shanahan, 2006)
Thomas & Collier (2001) found that ELLs in bilingual programs (maintenance and two-
way) had the highest academic and English language achievement. In general, ELLs who come
from a higher socioeconomic status; are literate in their first language; and have had high-quality
exposure and instruction in their primary language, in English, and in academic subject areas,
also had the highest achievement.
Research on the characteristics and optimal conditions for classrooms and schools, rather
than types of programs that help meet the needs of ELLs, identified a list of “best practices” for
schools and districts (August & Hakuta, 1997):
supportive schoolwide climate
school leadership
customized learning environment
articulation and coordination within and between schools
use of native language and culture in instruction
balanced curriculum that includes both basic and higher order skills
explicit skill instruction
opportunities for student-directed instruction
use of instructional strategies that enhance understanding
opportunities for practice
systematic student assessment
staff development
home and parent involvement
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Effective Instructional Practices
Teachers who provide explicit skill instruction, student-directed activities, instructional
strategies that enhance understanding, opportunities to practice, systematic student assessment,
and a balanced curriculum, either alone or in combination, have the strongest academic outcomes
for ELLs (August and Hakuta, 1997). Information on three of these strategies—explicit
instruction, opportunities to practice, and adjusting instructional language—is provided.
1. Explicit Instruction
Explicit instruction is defined as task-specific, teacher-led instruction that demonstrates how to
complete a task. The routines and consistent language used in explicit teaching provide ELLs
with clear, specific, and easy-to-follow procedures as they learn not only a new skill or strategy
but also the language associated with it (Linan-Thompson & Vaughn, 2004).
2. Opportunities to Practice
Effective teachers provide ELLs additional practice and review. This can occur during
instruction by giving students multiple opportunities to use the target skill and receive feedback
or by engaging students in choral response and all-response activities.
3. Adjusting Instructional Language
For instruction to be meaningful, ELLs must understand the essence of what is said to them
(Linan-Thompson & Vaughn, 2004). Teachers can adjust the level of their English vocabulary
during instruction by using clear, explicit language when they introduce a new concept. By using
consistent language, effective teachers enable ELLs to focus on the task rather than trying to
figure out the meaning of new words.
The Center on Instruction has developed three books that provide research-based
recommendations on teaching ELLs. Major highlights from each book follow.
1. Research-based Recommendations for Instruction and Academic Interventions
For all learners, reading is fundamental to the development of content-area knowledge and
academic success. ELLs often lack the academic language necessary for comprehending and
analyzing text while many ELLs struggle with fluency, vocabulary, and comprehension (Francis,
Rivera, Lesaux, Kieffer, & Rivera, 2006a).
2. Research-based Recommendations for Serving Adolescent Newcomers
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All adolescent ELL newcomers need instruction in academic language, which is necessary for
text comprehension in the content areas. They must be provided direct, explicit instruction to
support their comprehension of challenging texts and intensive instruction in writing for
academic purposes (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006b).
3. Research-based Recommendations for the Use of Accommodations in Large-scale
Assessments
Assessments of content knowledge are influenced by ELLs’ language proficiency. Assessments
with the most linguistically challenging content have the largest performance gaps between ELLs
and non-ELLs. It is easier to separate language proficiency from content knowledge in some
areas (e.g., mathematics) than in others (e.g., reading, language arts). Appropriate
accommodations for ELLs on assessments can address their linguistic needs; however,
accommodations alone will not be effective in raising test scores of ELLs (Francis, Rivera,
Lesaux, Kieffer, & Rivera, 2006c).
Literacy and ELLs
ELLs can benefit from effective reading instruction even before they are fully proficient
in English as long as the instruction is comprehensible (Linan-Thompson & Vaughn, 2004).
Vocabulary development, essential for both reading comprehension and development of English
oral language skills, is considered to be the most critical element of literacy instruction for ELLs.
Even effective teachers cannot teach ELLs all the vocabulary they need; therefore, they must
teach strategies for learning new vocabulary so ELLs can learn new vocabulary on their own.
ELLs use the same cognitive strategies as non-ELLs to comprehend the text they read
(Linan-Thompson & Vaughn, 2004). Effective teachers provide ELLs a framework for using
strategies prior to, during, and after reading to help them comprehend text.
Instructional Framework for Teaching Reading to ELLs
Whenever possible, ELLs should be taught reading in their primary language.
Instruction in the primary language develops first-language skills, promotes reading in
English, and can be carried out as ELLs are concurrently learning to read other academic
content in English.
ELLs should be helped to transfer what they know in their first language to learning tasks
presented in English because transfer is not automatic.
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Similar approaches can be used to teach in both the first and second language. However,
instructional adjustments or modifications will continue to be necessary for some ELLs
until they reach sufficient mastery of academic English to permit them to be successful in
mainstream instruction.
ELLs need intensive oral English language development (ELD), especially vocabulary
and academic English instruction.
Effective ELD provides both explicit teaching of features of English (such as syntax,
grammar, vocabulary, pronunciation, and norms of social usage) and multiple meaningful
opportunities to use English.
ELLs also need academic content instruction, as do all students. ELD must be in addition
to, not instead of, instruction that promotes content knowledge. (Echevarria, Short, &
Powers, 2006)
Recommendations for Reading Instruction and Intervention
Provide early, explicit, and intensive instruction in phonological awareness and phonics
in order to build decoding skills.
Increase opportunities for ELLs to develop sophisticated vocabulary knowledge.
Equip ELLs with strategies and knowledge, through reading instruction, to comprehend
and analyze challenging narrative and expository texts.
Focus on vocabulary development and increased exposure to print.
Provide ELLs with multiple opportunities to engage in structured, academic talk.
(Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006a)
Mathematics and ELLs
There is much less research on mathematics instruction for ELLs. However, academic
language is as central to mathematics as it is to other academic areas and remains a significant
source of difficulty for many ELLs who struggle with mathematics.
ELLs need rigorous and supported opportunities for academic and linguistic success in
secondary mathematics. Structured mathematics scaffolding tasks that challenge students, while
simultaneously providing them with the necessary support to achieve the lesson’s specific
learning objectives, amplify and enrich the linguistic and content knowledge needed to achieve
in secondary mathematics (Hamburger, 2008).
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The Secondary Teacher Education for English Learner Integration (STEELI) identified
the following as the top five strategies for teaching mathematics to ELLs:
Tactile, concrete experiences of math
Daily re-looping of previously learned materials
Problem-solving instruction and task-analysis strategies
Teacher think-alouds
Student think-alouds
Tools available to teachers on the STEELI Web site include (1) training modules on strategies,
(2) video clips of strategy use, (3) posters of strategy steps, and (4) Innovation Configuration
Maps. The Innovation Configuration Maps provide a description of how a program, practice, or
innovation looks in actual practice.
Recommendations for Mathematics Instruction and Intervention
Provide early, explicit, and intensive instruction and intervention in basic mathematics
concepts and skill.
Ensure academic language support so ELLs can understand and solve the word problems
that are often used for mathematics assessment and instruction. (Francis, Rivera, Lesaux,
Kieffer, & Rivera, 2006a)
Developing Language Proficiency Skills
SEAs have developed and are implementing English Language Proficiency (ELP)
Standards for ELLs. These standards identify the language skills necessary for ELL students to
be able to communicate effectively and participate fully in school. SEAs must also develop
assessments to measure the progress of ELLs toward achieving fluency in English. Three
specific recommendations for developing language proficiency skills are provided in the
National Literacy Panel report (August & Shanahan, 2006).
1. Make text in English more comprehensible by using texts with content that is familiar to
students.
When ELLs read texts with more familiar material (for example, stories with themes and content
from the students’ cultures), their comprehension improves.
2. Build vocabulary in English.
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Visual representation of concepts, not just a language-based explanation, provides students with
additional support in learning vocabulary words.
3. Use the primary language for support.
Introduce new concepts in the primary language prior to the lesson in English; then, afterward,
review the new content again in the primary language (“preview-review”). Focus on the
similarities and differences between English and students’ native language.
Building Academic Language Skills in Content Areas
ELLs face a unique set of learning challenges. They must develop standards-based
content knowledge and skills while simultaneously acquiring a second language and
demonstrating their learning on an assessment in the second language.
Development of academic language is fundamental to academic success in all content
areas. However, achieving proficiency in academic language is the primary difficulty for ELLs at
all ages and grades and can remain a challenge even after ELLs achieve proficiency on state
language proficiency tests. Good conversational English skills may be accompanied by limited
academic language skills.
Academic language is composed of many skills, including (1) oral and written
vocabulary knowledge; (2) understanding complex sentence structures and syntax; and (3)
understanding the structure of argument, academic discourse, and expository texts.
Characteristics of Academic Language
1. Informationally dense
The grammar includes information and reasoning. Also, both technical and abstract vocabularies
are used.
2. Authoritatively presented
There is no room for objection although authority is often masked. The use of modal verbs
(should, could, would) and adverbs (certainly, probably) to indicate possibility can be confusing.
3. Highly structured
Content-specific language provides organizational structure when it leads to a cohesive text.
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Academic Language Proficiency vs. Academic Content Knowledge
For ELLs to achieve academically and exhibit that learning on assessments, they must
master academic language. Academic language proficiency involves the language associated
with the content areas whereas academic content knowledge reflects the declarative (what) and
procedural knowledge (how) associated with the content.
Per NCLB requirements, SEAs have identified academic content standards that focus on
academic content knowledge and are measured with large-scale assessments of academic content
knowledge. Provided in the following section is information from several research-based
programs that increase academic language proficiency in content areas.
Because ELLs lack the basic literacy skills needed to grasp grade-level content,
researchers have identified six strategies for teachers of ELLs to use to develop ELLs’ content
knowledge, use of the academic language associated with math, literature, history, and science,
and basic interpersonal communication skills in English (Bongolan & Moir, 2005). Each strategy
is described in more detail below.
1. Vocabulary and language development
Teachers introduce new concepts by discussing vocabulary words key to that concept.
2. Guided interaction
Teachers structure lessons so students work together to understand what they read—by listening,
speaking, reading, and writing collaboratively about the academic concepts in the text.
3. Metacognition and authentic assessment
Instead of having ELLs just memorize information, teachers model and explicitly teach thinking
skills essential to learning new concepts. Teachers provide a variety of assessments that permit
ELLs to demonstrate their understanding of concepts that are not dependent on advanced
language skills.
4. Explicit instruction
Teachers directly teach ELLs concepts, academic language, and reading comprehension
strategies needed to complete classroom tasks.
5. Use of meaning-based context and universal themes
Teachers use something meaningful from ELLs’ everyday lives as a motivator to interest them in
academic concepts.
6. Use of modeling, graphic organizers, and visuals
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Teachers use a variety of visual aids, including pictures, diagrams, and charts, to help ELLs
recognize essential information and its relationship to supporting ideas. The use of visuals makes
both the language and the content more accessible to ELLs.
Project QuEST - Quality English and Science Teaching
QuEST integrates the National Science Foundation model of science instruction with
activities that build language and literacy development for ELLs in middle grades science
classrooms (August & Shanahan, 2008). This approach is based on findings from the National
Literacy Panel on Language Minority Children and Youth. Professional development and
mentoring is included for teachers.
Supporting ELLs in English-Only Academic Settings
One program model used to teach ELLs is instruction in an English-only classroom.
Specific strategies reported in the literature that support ELLs in that setting include the
following:
Predictable and consistent classroom management routines, aided by diagrams, lists,
and easy-to-read schedules on the board or on charts, to which the teacher refers
frequently
Graphic organizers that make content and the relationships among concepts and
different lesson elements visually explicit
Additional time and opportunities for practice, either during the school day, after
school, or for homework
Redundant key information (e.g., visual cues, pictures, and physical gestures about
lesson content and classroom procedures)
Identifying, highlighting, and clarifying difficult words and passages within texts to
facilitate comprehension and emphasize vocabulary development
Helping students consolidate text knowledge by having the teacher, other students,
and ELLs themselves summarize and paraphrase
Giving ELLs extra practice in reading words, sentences, and stories in order to build
automaticity and fluency
Providing opportunities for extended interactions with teacher and peers
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Adjusting instruction (teacher vocabulary, rate of speech, sentence complexity, and
expectations for student language production) according to ELLs’ oral English
proficiency
Targeting both content and English language objectives in every lesson (Echevarria,
Vogt & Short, 2008)
The last strategy is a key component of the SIOP model. To date, only one published study has
examined the effects of the SIOP on student learning, and its results were very modest
Echevarria et al., 2008).
SIOP Model
The Sheltered Instruction Observation Protocol (SIOP) model of instruction provides
educators with a research-based approach for making standards-based lessons understandable for
ELLs. SIOP’s framework for organizing lessons emphasizes engaging students and providing
ample opportunity for ELLs to use academic English in meaningful ways. Sheltered instruction
is a means for making grade-level academic content (e.g., science, social studies, math) more
accessible for ELLs while at the same time promoting English language development
(Echevarria et al. 2008).
The SIOP lesson planning and delivery system uses several strategies recommended for
high-quality instruction for all students, such as cooperative learning, strategies for reading
comprehension, and emphasis on the writing process. The SIOP model accommodates the
second-language development needs of ELLs and supports academic success through these key
features:
inclusion of language objectives in every lesson
development of background knowledge
acquisition of content-related vocabulary
emphasis on academic literacy practice
opportunity to build oral language proficiency (Echevarria et al., 2008)
Quality Teaching for English Learners (QTEL)
Developed by WestEd, the QTEL program focuses on developing adolescent ELLs’
abilities to read, write, and discuss academic texts in English in rigorous academic courses.
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Review of the research in pedagogy, teaching and learning theory, and second-language
acquisition and teaching identified the following strategies for teaching ELLs.
1. Sustain Academic Rigor
Teachers should promote deep disciplinary knowledge by focusing on central ideas and depth of
knowledge. ELLs are required to use higher order thinking skills to combine facts and ideas to
synthesize, evaluate, and generalize. ELLs should solve problems and construct new meanings
and understandings as they support their thinking with evidence.
2. Hold High Expectations
Teachers must engage ELLs in tasks that are academically challenging and engaging. This
engagement occurs when students are involved in the development of their own expertise in a
climate of mutual respect. When provided with explicit criteria for what constitutes quality
performance, ELLs will recognize that it is necessary to take risks and work hard to master
challenging academic work.
3. Engage in Quality Interactions
When teachers engage in sustained, deep interactions with ELLs, it promotes improved
understanding of concepts. This authentic interaction focuses on the subject matter and
encourages critical thinking.
4. Sustain a Language Focus
Disciplinary language is developed as teachers explicitly discuss how language works (purpose,
structure, and process) and the characteristics of texts. This is amplifying rather than simplifying
communication.
5. Develop Quality Curricula
The curriculum should be problem-based and spiral ideas at increasing levels of complexity.
Teachers should use ELLs’ linguistic and cultural knowledge and group identity to connect the
world of ideas to their reality.
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Characteristics of Effective Programs at the Elementary, Middle, and Secondary Levels
Selected examples of effective programs for ELLs at each programmatic level are
provided below with links to appropriate Web sites. Additional resources are provided in the
Resources section of this document.
Elementary School
The Doing What Works Web site (http://dww.ed.gov/index.cfm) provides pragmatic
examples and practical tools to bridge research to practice for teaching ELLs, especially at the
elementary level. Teachers can learn what works, see what works, and do what works on this
interactive Web site. Of particular interest to teachers are the resources for teaching literacy in
English to K-5 ELLs.
A guide for providing effective literacy instruction for ELLs in the elementary grades—
Effective Literacy and English Language Instruction for English Learners in the Elementary
Grades—is available online at http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20074011.pdf.
Middle School
Key resources and best practices for teaching ELLs are available on a middle grades Web
site at Taking Center Stage—Act II. TCSII was built by teachers for teachers and is based on 12
interrelated recommendations for ELL success in the middle grades. The 12 recommendations
are organized across four focus areas:
1. Academic Excellence
2. Developmental Responsiveness
3. Social Equity
4. Organizational Structures and Processes
Secondary School
WestEd’s initiative, SchoolsMovingUp, helps schools and districts address the challenges
of raising student achievement. A database of research, resources, and tools that educators can
use in their work with ELLs is available on the SchoolsMovingUp Web site. A sustained focus
on ELLs has been maintained through a series of webinars. The archived webinars are available
online at http://www.schoolsmovingup.net/cs/wested/print/htdocs/home.htm.
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Professional Development for Teachers of ELLs
Due to the wide range of skills needed to teach ELLs and the ever-expanding body of
research, extensive professional development for teachers of ELLs must continue while they are
in those teaching assignments.
What Teachers Need to Know and Be Able to Do
Researchers and teacher educators agree that teachers of ELLs need the following
knowledge and skills to effectively meet the needs of their students:
understanding of the basic constructs of bilingualism and second language
development
nature of language proficiency
role of first language and culture in learning
demands that mainstream education places on culturally diverse learners
capacity to make academic content accessible
ability to integrate language and content instruction
respect for and incorporation of students’ first language in instruction
understanding of how differences in language and culture affect students’ classroom
participation
needs and characteristics of students with limited formal schooling
understanding and ability to address students from families with little exposure to the
norms of U.S. schools
belief in students as individuals for limited English proficiency and that limited
academic skills are not deficiencies (Clair, 1993; Menken & Look, 2000; Walqui,
1999)
In addition, using specific programmatic approaches with ELLs requires additional
preparation and skills. For example, those teaching ELLs in bilingual education programs must
be trained in and competent to teach students through their native language as well as in English.
English as a Second Language (ESL) programs require teachers trained to teach English reading,
writing, speaking, and listening skills to ELLs while mainstream programs conduct all
instruction in English and do not typically require teachers to be trained to teach ELLs.
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Effective Professional Development Models
Effective professional development for teachers is based on principles of adult learning;
that is, adult learners need to be self-directed, are ready to learn when they perceive a need, and
want to immediately apply new skills and knowledge (Knowles, 1980). Effective professional
development is rooted in the reality of schools and teachers’ work, designed with teacher input,
and is sustained over time. Critical reflection and meaningful collaboration are supported (Renyi,
1996; Sparks & Hirsch, 1997). Promising professional development is aligned with effective
teaching and learning.
However, these principles are insufficient for educating teachers in culturally diverse
schools. Professional development in culturally diverse schools must address specific knowledge
that is relevant to teaching ELLs. Effective professional development for teachers of ELLs must
help them to understand basic constructs of bilingualism and second language development, the
nature of language proficiency, the role of the first language and culture in learning, and the
demands that mainstream education places on culturally diverse students (Clair, 1993).
Professional development that improves teaching and learning for ELLs should include
these additional principles:
1. District and school policies must support coherent and integrated professional
development.
2. District and school leadership must make student, teacher, and organizational learning a
priority.
3. There must be sufficient time and resources for promising professional development to
take hold.
The research literature recognizes several examples of effective professional development for
teachers of ELLs; they are provided in the following section along with Web sites, when
available.
1. The International High School at LaGuardia Community College
This alternative high school serves students who are recent U.S. arrivals and who have multiple
levels of English language proficiency. Interdisciplinary teacher teams work collaboratively to
develop and revise curriculum, plan schedules, discuss student learning, and share successful
practices (http://www.volunteernyc.org/org/10292723355.html).
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2. California Tomorrow and Alisal High School
Teachers explore language and language development issues in an effort to explain ELLs’
achievement. Professional development includes examining research and school-based
professional development models, analyzing student achievement data and school progress,
creating a plan to improve students’ literacy, peer coaching, and reporting findings to the greater
school faculty (www.cde.ca.gov/re/pn/nl/documents/hsnwsltrdec2003.doc).
3. The Northeast and Islands Regional Educational Laboratory and The Lowell (MA)
Public Schools
Teachers partner with researchers from the Regional Laboratory at Brown University to focus on
four sustainable strategies: standards analysis, student work, peer visitation, and discussion of
professional literature (http://www.lowell.k12.ma.us/).
4. Balderas Elementary School, Fresno, CA
Teachers collaborate with a university to complete graduate classes related to school programs
(http://www.ed.gov/pubs/ModStrat/pt3b.html).
5. Funds of Knowledge for Teaching
Financial support is provided to assist teachers in creating academic materials, strategies, and
activities that build on what students know and can do outside of school
(http://www.ed.gov/pubs/ModStrat/pt3i.html).
6. Starlight Elementary School, Watsonville, CA
At this demonstration site for the Center for Research on Excellence and Diversity in Education
(CREDE), teachers develop comprehensive literacy/social studies units designed to improve
ELLs’ reading and writing skills while developing their knowledge within a literacy framework
(http://www.starlight.santacruz.k12.ca.us/).
7. Puente Project
Teachers learn how to make the writing process and portfolios work in their classrooms by
integrating Latino literature with texts from traditional literature (http://www.puente.net/).
16
Project GLAD
Guided Language Acquisition Design (GLAD) is a model of professional development in
the area of language acquisition and literacy. The strategies and model promote English language
acquisition, academic achievement, and cross-cultural skills (http://www.projectglad.com/).
English Learners and the Language Arts (ELLA)
The ELLA program provides intensive and ongoing professional development for
teachers, instructional coaches, and principals through a combination of workshops and coaching
that focus on successful implementation of effective practices for ELL achievement. The
professional development can be implemented both schoolwide and districtwide
(http://www.wested.org/ella).
ELLA’s Effective Practices for ELL Students
1. Significant opportunities to develop oral language
2. Rich and varied vocabulary instruction
3. Daily writing instruction
4. Reading instruction and intervention
5. Sophisticated assessment system
6. Value and integrate home language and culture
7. Maintain high expectations for all kids, hold them accountable, and really believe they
can do it
8. Provide a positive, safe, inclusive, and caring classroom environment, and make personal
connections
9. Teach both “basics” and “critical thinking”
Doing What Works
The Doing What Works Web site is a useful professional development resource.
Educators can
1. Learn What Works – understand the research-based recommendation to teach vocabulary.
Research base and instructional presentations
Expert interviews
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2. See How It Works – explore how actual schools are teaching vocabulary.
School site videos and slideshows
Interviews and sample materials from schools
3. Do What Works – use a collection of tools and ideas to improve practice.
Tools and templates to implement practices (http://dww.ed.gov/).
Instruction and Learning Appraisal for ELLs
The Edvantia Instruction and Learning Appraisal (ILA) provides an objective, external
review of the quality of instruction and learning and the continuous improvement efforts in a
school or district. The appraisal also enables a school or district to monitor its own academic
standards and to determine the effectiveness of its teaching and support for student learning. The
ILA appraisal is a two-part, on-site review that examines the nature of student academic
experiences, the types of instructional support provided, the interventions used to strengthen
identified learning deficits, and the extent to which student achievement corresponds with
expected levels of learning.
The ILA contains a series of customized ELL rubrics for each of the seven parts of the
AEL Framework for Research-Based School Improvement (AEL, 2002). The AEL Framework
includes Shared Leadership, Shared Goals for Learning, Learning Culture, Effective Teaching,
Aligned Curriculum, Purposeful Student Assessment, and School/Family/Community
Connections.
All the rubrics include research-based practices as well as the instructional practices
recommended by the current literature on ELL instruction. During the appraisal, the rubrics are
used to determine the extent to which activities and efforts in each area were evident in the
instructional program.
Following the appraisal, the school and district receive a written report that describes the
level of implementation for each of the appraisal areas and provides supporting data and
information for each implementation area along with recommendations for continued academic
growth.
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Resources
Publications Antunez, B. (2002). The preparation and professional development of teachers of English language
learners. ERIC Digest. (ED477724). Assessment and Accountability Comprehensive Center (AACC). Framework for high-quality English
language proficiency standards and assessments: Brief. Available at www.aacompcenter.org. Association for Supervision and Curriculum Development. (ASCD Action Tool, 2007). Strategies for
success with English language learners. Arlington, VA: Author. August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: A report of
the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Available at http://www.cal.org/projects/archive/natlitpanel.html.
August, D., & Shanahan, T. (Eds.). (2008). Developing reading and writing in second-language learners:
Lessons from the report of the National Literacy Panel on Language-Minority Children and Youth. Center for Applied Linguistics and International Reading Association. Available at http://www.cal.org/resources/pubs/developreadwrite.html.
Clair, N., & Adger, C. T. (2000). Sustainable strategies for professional development in education reform.
In K. Johnson (Ed.), Case studies in practice series: Teacher education volume. Alexandria, VA: Teachers of English to Speakers of Other Languages.
Clair, N., & Temple, A. (1999). Professional development for teachers in culturally diverse schools.
Northeast and Islands Regional Educational Laboratory at Brown University. Available at http://www.cal.org/resources/digest/profdvpt.html.
Faltis, C., & Coulter, C. (2007). Teaching English learners and immigrant students in secondary schools.
Upper Saddle River, NJ: Allyn & Bacon. Fisher, D., Frey, N., & Rothenberg, C. (2008). Content-area conversations: How to plan discussion-
based lessons for diverse language learners. Arlington, VA: Association for Supervision and Curriculum Development.
Flynn, K., & Hill, J. D. (2006). Classroom instruction that works with English language learners.
Arlington, VA: Association for Supervision and Curriculum Development. Francis, D., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the
education of English language learners: Research-based recommendations for instruction and academic interventions. (Under cooperative agreement grant S283B050034 for U.S. Department of
19
Education). Portsmouth, NH: RMC Research Corporation, Center on Instruction. Available at http://www.centeroninstruction.org/files/ELL1-Interventions.pdf
Francis, D., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the
education of English language learners: Research-based recommendations for serving adolescent newcomers. (Under cooperative agreement grant S283B050034 for U.S. Department of Education). Portsmouth, NH: RMC Research Corporation, Center on Instruction. Available at http://www.centeroninstruction.org/files/ELL2-Newcomers.pdf
Francis, D., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the
education of English language learners: Research-based recommendations for the use of accommodations in large-scale assessments. (Under cooperative agreement grant S283B050034 for U.S. Department of Education). Portsmouth, NH: RMC Research Corporation, Center on Instruction. Available at http://www.centeroninstruction.org/files/ELL3-Assessments.pdf
Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2006). Educating English language
learners: A synthesis of research evidence. New York, NY: Cambridge University Press. Gersten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007).
Effective literacy and English language instruction for English learners in the elementary grades: A practice guide. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Available at http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20074011.pdf
Goldenberg, C. (2008, Summer). Teaching English language learners: What the research does—and does
not—say. American Educator, 8-44. Available at http://www.aft.org/pubs-reports/american_educator/issues/summer08/goldenberg.pdf
Haynes, J. (2007). Getting started with English language learners: How educators can meet the
challenge. Alexandria, VA: Association for Supervision and Curriculum Development. Hill, J., & Bjork, C. (2008). Classroom instruction that works with English language learners—
Facilitator's guide. Arlington, VA: Association for Supervision and Curriculum Development. Tellez, K. & Waxman, H. (2005). Effective professional development programs for teachers of English
language learners. Laboratory for student success, No. 803. Mid-Atlantic Regional Education Laboratory. (ED497189). Available at www.eric.ed.gov
The Instruction and Learning Appraisal (ILA). Brochure available online at http://www.edvantia.org/pdta/pdf/ILABrochure2008.pdf Varghese, M. (2004, September). An introduction to meeting the needs of English language learners.
Available at www.newhorizons.org
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Web Sites Center for Applied Linguistics – www.cal.org
Center for Equity and Excellence in Education – http://ceee.gwu.edu/ELLs/ELLsPromEx.html
Center for Research on the Educational Achievement and Teaching of English Language Learners –
http://www.cal.org/create/
Center for Research on Education, Diversity, and Excellence – www.crede.ucsc.edu
Center on Instruction –
http://www.centeroninstruction.org/resources.cfm?category=ell&subcategory=&grade_start=&grade_
end
Colorín Colorado – http://www.colorincolorado.org/
Doing What Works – http://dww.ed.gov/
Mid-Atlantic Comprehensive Center – http://www.macc.ceee.gwu.edu/
National Association for Bilingual Education (NABE) – www.nabe.org
National Clearinghouse for English Language Acquisition – http://www.ncela.gwu.edu/
National Research Center on English Learning and Achievement – http://cela.albany.edu/overview.htm
New Teacher Center at UCSC – http://www.newteachercenter.org/
Office of English Language Acquisition – http://www.ed.gov/about/offices/list/oela/index.html
Quality Teaching for English Learners (QTEL) – http://www.wested.org/qtel
Research on Effective Education of English Language Learners –
http://www.ncela.gwu.edu/spotlight/REEELL.htm
Schools MovingUp – http://www.schoolsmovingup.net/cs/wested/print/htdocs/home.htm
Secondary Teacher Education for English Learner Integration (STEELI) –
http://www.clmer.csulb.edu/projects/prof_dev.cfm
Success For All Foundation – http://www.successforall.net/
Teachers of English to Speakers of Other Languages (TESOL) – www.tesol.org
The Instruction and Learning Appraisal (ILA). Brochure available online at
http://www.edvantia.org/pdta/pdf/ILABrochure2008.pdf.
The SIOP Institute – http://www.siopinstitute.net
What Works Clearinghouse – http://ies.ed.gov/ncee/wwc/reports/topic.aspx?tid=10
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