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Resources Addressing the
Instruction of English
Language Learners
Prepared for
Pennsylvania Department of Education
Academic Recovery Liaisons
Prepared by:
Beverly Mattson, Vito Forlenza, Stephen Hamilton, Carol Cohen
February 2015
About the Mid-Atlantic Comprehensive Center:
The Mid-Atlantic Comprehensive Center at WestEd (MACC@WestEd) helps state
leaders with their initiatives to implement, support, scale up, and sustain
statewide education reforms. We work closely with state leaders in the Mid-
Atlantic region of Delaware, Maryland, New Jersey, Pennsylvania, and the
District of Columbia. To learn more about MACC@WestEd visit
macc-atwested.org or to learn about the technical assistance network funded
by the U.S. Department of Education, visit www.ed.gov.
Copyright © 2015 WestEd
All rights reserved.
Suggested citation: Mattson, B., Forlenza, V., Hamilton, S., & Cohen, C. (2015).
Resources Addressing the Instruction of English Language Learners. Prepared for
Pennsylvania Department of Education Academic Recovery Liaisons. (A report
from the Mid-Atlantic Comprehensive Center at WestEd.) San Francisco, CA:
WestEd.
Disclaimer Language
The contents of this report were developed under a cooperative agreement
under prime award #S283B120026 between the U.S. Department of Education
and WestEd. The findings and opinions expressed herein are those of the
author(s) and do not reflect the positions or policies of the U.S. Department of
Education. Readers of this report should not assume endorsement by the
Federal Government.
i
Table of Contents
Introduction 1
Methodology 1
Organization of the Document 1
Resources Addressing the Instruction of English
Language Learners 3
Pennsylvania Department of Education 3
The Pennsylvania Comprehensive Literacy Plan:
Keystones to Opportunity 3
U.S. Department of Education’s English Learner Tool Kit 4
High-Performing Schools for English Language Learners 5
School Improvement Grants and English Language
Learners 7
Lessons Learned from Great City Schools 8
Instructional Models and Strategies 8
Instructional Strategies 10
Implementation of the WIDA English Language
Development Standards 10
General Research-based Strategies 11
Vocabulary Development 14
Reading and Writing 14
Effective Literacy and English Language Instruction
for Elementary Students 16
ii
Teaching Academic Content to Elementary and
Middle School English Learners 17
Research-based Recommendations for Reading
and Mathematics Instruction and Intervention of
English Language Learners 20
Response to Intervention and Multi-tier Interventions
for Reading in the Primary Grades 21
Language and Reading Interventions for English
Language Learners 22
Secondary Level and English Language Learners 23
Additional Resources 27
Center for Applied Linguistics 27
Colorin Colorado 27
National Clearinghouse for English Language Acquisition
(NCELA) 28
Reading Rockets 28
Stanford University Graduate School of Education,
Understanding Language 29
WestEd 30
1
Introduction In November, 2014, the Lead Academic Recovery Liaison with the
Pennsylvania Department of Education requested that MACC@WestEd
identify resources on how districts and schools, identified in improvement,
are addressing the instruction of English language learners. The resources
would be available to the Academic Recovery Liaisons (ARLs) and
district/school leadership teams of schools identified as priority schools. The
request is related to the MACC@WestEd Year 3 WorkPlan, Priority Area:
School Turnaround, Objective 1. Assistance to Academic Recovery Liaisons
(ARLs).
Methodology
As a first step in addressing this request, the MACC@WestEd identified a
range of local, state, and national resources on instruction of English
language learners (ELLs). In this search, we were looking for resources that
would be relevant to the instruction of English language learners. To
address this request for information, the staff of MACC@WestEd conducted
a review of: federally-funded resources; resources and websites of national
organizations; research literature; and educational journals.
Organization of the Document
The first section of the document presents an overview of the Pennsylvania
Comprehensive Literacy Plan and the U.S. Department of Education’s
English Learner Toolkit. Next, there are descriptions of resources on high-
performing schools for English language learners, School Improvement
Grants and ELLs, and lessons learned from a study conducted by Great City
Schools. Third, there is an overview of a resource on two different types of
instructional models and their strategies. The fourth section contains
descriptions of resources on instructional strategies for ELLs, including
general methods, English language arts, academic content, and
Resources Addressing the Instruction of Engl ish Language Learners
2
interventions for elementary and secondary levels. The final section includes
information on additional resources, particularly national websites where
other resources can be accessed.
This resource is not intended to be exhaustive nor to provide detailed
analyses of the content of the resources identified.
3
Resources Addressing the
Instruction of English Language
Learners
Pennsylvania Department of Education
The Pennsylvania Comprehensive Literacy Plan: Keystones
to Opportunity
http://www.mcsdk12.org/pdf/Pennsylvania_Comprehensive_Literacy_Plan.
From birth to 12th grade, the Pennsylvania Comprehensive Literacy Plan is
pertinent to all students and educators in that it is meant to serve as a basis
for professional development that will assist schools in developing a
comprehensive, aligned, and coherent literacy plan. The needs assessment
tool that is provided can be used as a guide for educators about how to
make decisions that will improve their literacy program for all students birth-
grade 12.
The document is outlined in four parts with accompanying references.
• Part I: Introduction and Overview
• Part II: Guiding Principles
The five guiding principles are: (1) literacy as a critical foundation; (2)
culture and learning; (3) meeting needs of all students; (4) evidence-based
instruction; and (5) high quality teaching. Credible suggestions and
research citations for ELL/ESL students can be gleaned throughout the
document, but especially in Part II, with reference to the guiding principle
of culture and learning.
Resources Addressing the Instruction of Engl ish Language Learners
4
• Part III: Essential Elements
The six essential elements are: (1) coherent, articulated literacy program;
(2) oral language; (3) assessment; (4) engagement and resiliency; (5)
differentiation; and (6) disciplinary literacy.
• Part IV: Implementing the Plan
• Appendix: Analysis and Assessment Plan
U.S. Department of Education’s English Learner Tool Kit
The U.S. Department of Education recently released the first chapter of the
soon-to-be-published English Learner Tool Kit, intended to help state and
local education agencies (SEAs and LEAs) meet their obligations to English
learners (ELs).
http://www2.ed.gov/about/offices/list/oela/eltoolkitchap1.pdf
This tool kit should be read in conjunction with the U.S. Department of
Education Office for Civil Rights and the U.S. Department of Justice’s joint
guidance, “English Learner Students and Limited English Proficient Parents,”
which outlines SEAs’ and LEAs’ legal obligations to EL students under civil
rights laws and other federal requirements.
“Tools and Resources for Identifying All English Learners” is the focus of the
toolkit’s first chapter. Some key points:
• LEAs must identify in a timely manner EL students in need of
language assistance services.
• The home language survey is the most common tool used to
identify potential ELs.
• All potential ELs must be assessed with a valid and reliable
assessment to determine if they are in fact ELs.
• LEAs are required to communicate information regarding a
child’s ELP level and EL program options in a language the
parent understands.
Resources Addressing the Instruction of Engl ish Language Learners
5
High-Performing Schools for English Language Learners
Turn, R., Diez, V., Gagnon, L., Urlarte, M., & Stazesky, P. (2011, November). Learning
from consistently high performing and improving schools for English
language learners in Boston public schools. Boston, MA: Center for
Collaborative Education and the Mauricio Gaston Institute for Latino
Community Development and Public Policy. Retrieved from
http://www.ccebos.org/ell_Tung_et_al_2011_Full_Report.pdf
The purpose of this report was to inform the district and other schools not
only about which schools were most successful during the study period, but
also to share detailed information that may be disseminated widely so that
staff in other schools may consider the lessons and practices for adaptation
in their own schools. The report includes a literature review and an ELL Best
Practices Framework, case studies, and best practices from the case study
schools.
The Best Practices framework includes:
1) Mission and vision – High performing schools have clear visions and
missions that are communicated by the principal, aligned to
standards, and set forth high expectations for student outcomes.
Responsibility for ELL achievement is distributed school-wide, not just
among ELL teachers.
2) School organization and decision-making – In successful schools,
principals manage school reform based on their visions, delegate
well, and empower others for responsibility for ELL education. The
school has clear procedures and guidelines for identifying ELL
students, designation of English proficiency level, and assigning
students to classrooms and programs that rely on multiple sources of
data including information from ELL student’s family; assessment
results in reading, writing, speaking, and listening in both L1 and L2;
and past school records. The research evidence is strong on the
importance of school organization in terms of how to group students
by English proficiency levels, the teacher qualifications necessary for
students at each English proficiency level, and the amount of time
students should spend on English as a second language.
3) Instruction and curriculum – Studies and reviews of studies about the
most effective curriculum for English language learners confirm that
Resources Addressing the Instruction of Engl ish Language Learners
6
they should have access to the same core curriculum that all students
receive, aligned with district and state standards and frameworks.
Some specific instructional strategies have an evidence-base for
improved outcomes, including: (a) having ELL students working with
more fluent peers; (b) practice decoding, comprehension, and
spelling; (c) more instructional conversations; and (d) more activity-
based, collaborative learning to give students more opportunity to
learn English.
4) Assessment – Assessments of content and English proficiency are both
necessary for effective ELL education. Higher performing schools
reported frequent use of multiple types of assessments – from state to
district to commercial to local assessments – to support and monitor
individual students and to examine school-wide instructional issues.
5) Culture and climate – The research literature on cultural competence
among school staff supports the incorporation of students’ culture
and background curriculum and instruction. The school’s faculty
ethnic, cultural, and/or linguistic makeup resembles the student
body’s ethnic, cultural, and/or linguistic makeup. In safe schools, ELL
students have better self-confidence and lower anxiety, and
discrimination is explicitly addressed.
6) Professional development – The development of professional learning
communities is strongly and positively related to student
achievement. Schools that use their meeting time to focus on
instruction enhance ELL learning. In addition, effective professional
development includes practice of instructional changes with a coach
or mentor supporting the teacher. Professional development on
language learning, facilitating instructional conversations, adjusting
instruction according to students’ oral English proficiency, and using
content and language objectives in every class have some evidence
in the literature.
7) Community engagement – There is some evidence for schools
partnering with culturally competent community-based organizations
to support ELL students in counseling, college guidance, or
academics.
The authors found that principals and Language Acquisition Team (LAT) facilitators
played key roles in vision and implementation of ELL best practices, including
creating professional learning communities and providing professional
development; that shared cultural and linguistic experiences among staff and
Resources Addressing the Instruction of Engl ish Language Learners
7
families were prevalent; and that staff cultural competence translated into
increased family engagement, quality instructional practices, and understanding
of the needs of the whole child. They also found that ELL students received the
standard district curriculum, and that all teachers were knowledgeable about
how to modify instruction for academic language acquisition.
School Improvement Grants and English Language Learners
Institute of Education Sciences, National Center for Educational Evaluation and
Regional Assistance. (2014, April). A focused look at schools receiving
School Improvement Grants that have percentages of English language
learner students. NCEE Evaluation Brief. Washington, DC: Author. Retrieved
from http://ies.ed.gov/ncee/pubs/20144014/
The Study of School Turnaround examines the improvement process in a purposive
sample of 35 schools receiving federal School Improvement Grants (SIG) program
over a three-year period (2010-11 to 2012-13 school years). This evaluation brief
focuses on 11 of these SIG schools with high proportions of English Language
Learner (ELL) students (a median of 45 percent ELLs). Key findings that emerged
from the ELL case study data collected in fall 2011 include:
• Schools that appeared to provide stronger attention to the
unique needs of ELLs in their improvement process were more
likely to report having school staff dedicated to ELL needs,
such as ELL coordinators, ELL coaches, and ESL/bilingual
teachers and tutors.
• Such schools also were more likely to be located in districts
that reportedly provided expertise and had an explicit focus
on ELLs within the context of SIG.
Resources Addressing the Instruction of Engl ish Language Learners
8
Lessons Learned from Great City Schools
Horwitz, A., Uro, G., Price‐Baugh, R., Simon, C., Uzzell, R., Lewis, S., & Casserly, M.
(2009). Succeeding with English language learners: Lessons learned from
great city schools. Washington, DC: Council of the Great City Schools.
Retrieved from
http://www.cgcs.org/cms/lib/DC00001581/Centricity/domain/35/publicati
on%20docs/ELL_Report09.pdf
This study looked at what schools were and were not doing to address the
academic development of English language learners. The study contacted
school systems that showed growth in ELL student achievement vs. districts that
did not show much growth. The findings suggested that improvement in student
achievement occurred when there is leadership and advocacy on behalf of ELL,
there is empowerment for the central ELL office, and when there are external
forces served as catalysts for reform.
In addition, the researchers found that the more effective districts:
• engaged in comprehensive planning of support for ELL
students,
• provided support for the implementation of these strategies,
• used student data effectively, and
• provided high-quality professional development.
Instructional Models and Strategies
Moughamian, A. C., Rivera, M. O., & Francis, D. J. (2009). Instructional models and
strategies for teaching English language learners. Portsmouth, NH: RMC
Research Corporation, Center on Instruction. Retrieved from
http://www.centeroninstruction.org/instructional-models-and-strategies-for-
teaching-english-language-learners
This publication offers educators and policy‐makers guidance on research‐based
strategies that have been effective in instructing ELLs. Regardless of the model
that school districts select, teachers – especially those who have not been trained
to work with ELL students - need help to determine the most effective strategies to
accelerate student learning and maximize instructional time. This document
outlines key contextual factors that decision-makers should take into account
Resources Addressing the Instruction of Engl ish Language Learners
9
when making instructional choices for ELL students, provides a brief overview of
bilingual and English-only instructional models, and considers the influence of
language in instruction on academic outcomes for ELLs.
The instructional models include:
Model Programs
English-only English-language Development (ELD)
English-as-a-Second Language Pull Out
Sheltered English Instruction
Structured English Immersion
Bilingual Bilingual Immersion
Dual Language Immersion
Two-way Immersion
Developmental Bilingual Education
Bilingual with Traditional
Support
Transitional Bilingual Education
The instructional methods and strategies include:
English Only Strategies
1) Cognitive Academic Language Learning Approach (CALLA) for post-
elementary level which builds on cognitive learning theory and
integrates academic content instruction with explicit instruction in
language development and learning strategies.
2) Sheltered Instruction Observation Protocol (SIOP) which includes a
research-based observation instruction and provides a model for
lesson planning of academic English skills in reading, writing, listening,
and speaking.
3) Specially Designed Academic Instruction in English (SDAIE) provides
access to the core curriculum while promoting English language
development.
Resources Addressing the Instruction of Engl ish Language Learners
10
Dual Language Strategies
1) Bilingual Cooperative Integrated Reading and Comprehension
(BCIRC), designed for grades 2-5, which uses explicit instruction in
reading comprehension, language and literacy activities, and
integrated language arts and writing tasks.
2) Improving Literacy Transitional Instructional Program (ILTIP), a four-
year transition program for grades 2-5, offers native language
instruction as students progressively build English skills and transition to
English-only instruction.
The website also includes an archived webinar on this publication.
Instructional Strategies
Implementation of the WIDA English Language
Development Standards
Gottlieb, M. (2013). Essential actions: A handbook for implementing WIDA’s
Framework for English Language Development Standards. A companion to
the 2012 ELD standards. Madison, WI: Board of Regents of the University of
Wisconsin System on behalf of WIDA. Retrieved from
https://www.wceps.org/store/wida/ProductDetails?ProductID=163&Categ
oryID=1
The World-Class Instructional Design and Assessments (WIDA) guide is designed to
help teachers, teaching teams, and district-teams evaluate and improve their
instructional practices according to research principles underlying the WIDA
English Language Development Standards. It describes and illustrates the
standard-referenced components and elements of language learning within
WIDA’s framework. Each section includes: an explanation of an essential action,
the research to support the action, a description of how it relates to the WIDA
standards framework, and examples from the field on how to apply the action.
The fifteen essential actions include:
1) Capitalize on the resources and experiences that ELLs bring to school
to build and enrich their academic language.
2) Analyze the academic language demands involved in grade-level
teaching and learning.
Resources Addressing the Instruction of Engl ish Language Learners
11
3) Apply the background knowledge of ELLs, including their language
proficiency profiles, in planning differentiated language teaching.
4) Connect language and content to make learning relevant and
meaningful for ELLs.
5) Focus on the developmental nature of learning within grade-level
curriculum.
6) Reference content standards and language development standards
in planning language learning.
7) Design language teaching and learning with attention to the
sociocultural context.
8) Provide opportunities for all ELLs to engage in higher-order thinking.
9) Create language-rich classroom environments with ample time for
language practice and use.
10) Identify the language needed for functional use in teaching and
learning.
11) Plan for language teaching and learning around discipline-specific
topics.
12) Use instructional supports to help scaffold language learning.
13) Integrate language domains to provide rich, authentic instruction.
14) Coordinate and collaborate in planning for language and content
teaching and learning.
15) Share responsibility so that all teachers are language teachers and
support one another within communities of practice.
General Research-based Strategies
Goldenberg, C. (2008). Teaching English language learners: What research does –
and does not – say. American Educator. 8-44. Retrieved from
http://www.aft.org/sites/default/files/periodicals/goldenberg.pdf
This article summarizes key findings of two major reviews of the research on
educating English learners that were completed in 2006—one by the National
Literacy Panel, or NLP, the other by researchers associated with the Center for
Research on Education, Diversity, and Excellence, or CREDE. It focuses on three
major areas:
1) Implementation of bilingual reading instruction
2) The acceleration of oral English development
3) The best way to teach English development
Resources Addressing the Instruction of Engl ish Language Learners
12
The findings can be summarized in three major points:
1) Teaching students to read in their first language promotes higher
levels of reading achievement in English;
2) What we know about good instruction and curriculum in general
holds true for English learners as well; but
3) When instructing English learners in English, teachers must modify
instruction to take into account students’ language limitation.
a) Make texts in English more comprehensible by using texts with
content that is familiar to students.
b) Build vocabulary in English.
c) Use the student’s primary language for support.
d) Assess a student’s knowledge and language separately.
e) Provide extra time for learning.
Genesee, F., Lindholm-Leary, K., Saunders, W.M., & Christian, D. (2006). Educating
English language learners: A synthesis of research evidence. New York:
Cambridge University Press. Retrieved from
http://medicine.kaums.ac.ir/UploadedFiles/Files/Educating_English_Langua
ge_Learners.pdf
The book provides an extensive review of scientific research on the learning
outcomes of students with limited or no proficiency in English in U.S. schools.
Research on students in kindergarten through grade 12 is reviewed. The primary
chapters of the book focus on these students’ acquisition of oral language skills in
English, their development of literacy (reading and writing) skills in English,
instructional issues in teaching literacy, and achievement in academic domains
(i.e., mathematics, science, and reading). The reviews and analyses of the
research are relatively technical with a focus on research quality, design
characteristics, and statistical analyses. The book provides a unique set of
summary tables that give details about each study, including full references,
characteristics of the students in the research, assessment tools and procedures,
and results. A concluding chapter summarizes the major issues discussed and
makes recommendations about particular areas that need further research.
Resources Addressing the Instruction of Engl ish Language Learners
13
Saunders, B., & Goldenberg, C. (2010). Improving education for English language
learners: Research-based approaches. Sacramento, CA: California
Department of Education. Retrieved from
http://www.cde.ca.gov/re/pn/rc/ap/pubdisplay.aspx?ID=001702
This book provides a comprehensive, user-friendly review and analysis of recent
research to inform and improve instructional practices in order to help English
learners.
Key findings include:
1) A separate, daily block of time should be devoted to English
language development instruction.
2) English learners should be carefully grouped by language proficiency
for instruction; for other portions of the school day they should be in
mixed classrooms and not in classrooms segregated by language
proficiency.
3) English language instruction should:
a) Include planning with specific language objectives in mind.
b) Emphasize academic language as well as conversational language.
c) Include interactive activities among students, but they must be
carefully planned and carried out.
d) Emphasize listening and speaking although it can incorporate
reading and writing.
e) Explicitly teach elements of English (e.g., vocabulary, syntax,
grammar, functions and conventions).
f) Integrate meaning and communication to support explicit teaching
of language.
g) Provide students with corrective feedback on form.
h) Continue at least until students reach level 4 (early advanced) and
possibly through level 5 (advanced).
4) Use of English during instruction should be maximized; the primary
language should be used strategically.
5) Teachers should attend to communication and language-learning
strategies and incorporate them into instruction.
Resources Addressing the Instruction of Engl ish Language Learners
14
Vocabulary Development
August, D., Carlo, M., Dressler, C., & Snow, C. (2005). Critical role of vocabulary
development for English language learners. Learning Disabilities: Research
and Practice, 20(1), 50-57. Retrieved from
http://onlinelibrary.wiley.com/doi/10.1111/j.1540-5826.2005.00120.x/
abstract
English language learners (ELLs) who experience slow vocabulary development
are less able to comprehend text at grade level than their English-only peers. Such
students are likely to perform poorly on assessments in these areas and are at risk
of being diagnosed as learning disabled. The authors review the research on
methods to develop the vocabulary knowledge of ELLs and present lessons
learned from the research concerning effective instructional practices for ELLs. The
review suggests that several strategies are especially valuable for ELLs, including
taking advantage of students' first language if the language shares cognates with
English; ensuring that ELLs know the meaning of basic words; and providing
sufficient review and reinforcement. Finally, they discuss challenges in designing
effective vocabulary instruction for ELLs. Important issues are determining which
words to teach, taking into account the large deficits in second-language
vocabulary of ELLs, and working with the limited time that is typically available for
direct instruction in vocabulary.
Reading and Writing
August, D., & Shanahan, T. (2008). Developing reading and writing in second
language learners. New York, NY: Routledge. Retrieved from
http://www.cal.org/resource-center/publications/developing-reading-and-
writing
This book is a report of the National Literacy Panel on language-minority children
and youth. The Panel investigated and discussed recent research on the following
domains:
1) development of literacy in language-minority children and youth,
2) cross-linguistic relationships,
3) sociocultural contexts and literacy development,
4) instruction and professional development, and
5) student assessment.
The reviewers determined that focusing literacy instruction on phonemic
awareness, decoding, oral reading fluency, reading comprehension, vocabulary,
Resources Addressing the Instruction of Engl ish Language Learners
15
and writing is extremely beneficial for all students, including second language
learners. The authors stressed that literacy instruction should focus on these
curricular components for all students, but some adjustments should be made to
meet the needs of second language learners effectively. For example, for
students whose L1 does not use all phonemes of English or does not permit
combinations of these phonemes (such as Spanish), instruction should put a
greater than normal focus on phonemic awareness for those particular
phonemes.
Major findings of the National Literacy Panel include:
1) Instruction that provides substantial coverage in the key components
of reading – identified by the National Reading Panel (NICHD, 2000)
as phonemic awareness, phonics, fluency, vocabulary, and text
comprehension – has clear benefits for language-minority students.
2) Instruction in the key components of reading is necessary – but not
sufficient – for teaching language-minority students to read and write
proficiently in English. Oral proficiency in English is critical as well – but
student performance suggests that it is often overlooked in instruction.
3) Oral proficiency and literacy in the first language can be used to
facilitate literacy development in English.
4) Individual differences contribute significantly to English literacy
development.
5) Most assessments do a poor job of gauging individual strengths and
weaknesses.
6) There is surprisingly little evidence for the impact of sociocultural
variables on literacy achievement or development. However, home
language experiences can have a positive impact on literacy
achievement.
Additionally, regarding assessment, the authors found that typically developing
English dominant bilingual students have lower vocabulary skills than native English
speakers. Therefore, it is not sufficient to use vocabulary tests to identify disability
with these students. Alternatively, low cost cloze tests, based on students’ literacy
and content area, are capable of assessing vocabulary, grammar, and discourse
skills more appropriately.
Resources Addressing the Instruction of Engl ish Language Learners
16
Effective Literacy and English Language Instruction for
Elementary Students
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 (NCEE 2007-4011). Washington,
DC: National Center for Education Evaluation and Regional Assistance,
Institute of Education Sciences, U.S. Department of Education. Retrieved
from http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=6
The target audience for this guide is a broad spectrum of school practitioners –
such as administrators, curriculum specialists, coaches, staff development
specialists and teachers – who face the challenge of providing effective literacy
instruction for English language learners in the elementary grades. The guide also
aims to reach district-level administrators who develop practice and policy
options for their schools.
This practice guide provides five recommendations, integrated into a coherent
and comprehensive approach for improving the reading achievement and
English language development of English learners in the elementary grades.
The five recommendations include:
1) Screen for reading problems and monitor progress.
a) Conduct formative assessments with English learners using English
language measures of phonological processing, letter knowledge,
and word and text reading.
b) Use these data to identify English learners who require additional
instructional support and to monitor their reading progress over time.
2) Provide intensive small-group reading interventions.
a) Provide focused, intensive small-group interventions for English
learners determined to be at risk for reading problems. Although the
amount of time in small-group instruction and the intensity of this
instruction should reflect the degree of risk, determined by reading
assessment data and other indicators, the interventions should
include the five core reading elements (phonological awareness,
phonics, reading fluency, vocabulary, and comprehension).
Resources Addressing the Instruction of Engl ish Language Learners
17
b) Explicit, direct instruction should be the primary means of
instructional delivery.
c) Provide extensive and varied vocabulary instruction.
3) Teach essential content words in depth.
a) In addition, use instructional time to address the meanings of
common words, phrases, and expressions not yet learned.
4) Develop academic English.
a) Ensure that the development of formal or academic English is a key
instructional goal for English learners, beginning in the primary
grades.
b) Provide curricula and supplemental curricula to accompany core
reading and mathematics series to support this goal. Accompany
with relevant training and professional development.
5) Schedule regular peer‑assisted learning opportunities.
a) Ensure that teachers of English learners devote approximately 90
minutes a week to instructional activities in which pairs of students at
different ability levels or different English language proficiencies work
together on academic tasks in a structured fashion. These activities
should practice and extend material already taught.
In operationalizing the research, with each recommendation, the resource
includes a brief summary of the evidence to support the recommendation,
specific procedures to carry out the recommendation, and possible roadblocks
and solutions education practitioners should consider in the context of their
school/district while planning for implementation of the recommendation are
provided. With each recommendation, references are provided that education
practitioners can access for additional direction relative to specific
recommendations.
Teaching Academic Content to Elementary and Middle
School English Learners
Baker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C. P., Morris, J., Gersten, R.,
Haymond, K., Kieffer, M. J., Linan-Thompson, S., & Newman-Gonchar, R.
(2014). Teaching academic content and literacy to English learners in
elementary and middle school (NCEE 2014-4012). Washington, DC: National
Center for Education Evaluation and Regional Assistance (NCEE), Institute
Resources Addressing the Instruction of Engl ish Language Learners
18
of Education Sciences, U.S. Department of Education. Retrieved from
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/english_learners_pg_040
114.pdf
The updated practice guide includes recommendations for teaching English
learners in grades K–8. This practice guide provides four recommendations that
address what works for English learners during reading and content area
instruction. The recommendations include:
1) Teach a set of academic vocabulary words intensively across several
days using a variety of instructional activities.
a) Choose a brief, engaging piece of informational text that includes
academic vocabulary as a platform for intensive academic
vocabulary instruction.
b) Choose a small set of academic vocabulary for in-depth instruction.
c) Teach academic vocabulary in depth using multiple modalities
(writing, speaking, and listening).
d) Teach word-learning strategies to help students independently figure
out the meaning of words.
2) Integrate oral and written English language instruction into content-
area teaching.
a) Strategically use instructional tools—such as short videos, visuals,
and graphic organizers—to anchor instruction and help students
make sense of content.
b) Explicitly teach the content-specific academic vocabulary, as well
as the general academic vocabulary that supports it, during
content-area instruction.
c) Provide daily opportunities for students to talk about content in pairs
or small groups.
d) Provide writing opportunities to extend student learning and
understanding of the content material.
3) Provide regular, structured opportunities to develop written language.
a) Provide writing assignments that are anchored in content and
focused on developing academic language as well as writing skills.
b) For all writing assignments, provide language-based supports to
facilitate students’ entry into, and continued development of,
writing.
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c) Use small groups or pairs to provide opportunities for students to work
and talk together on varied aspects of writing.
d) Assess students’ writing periodically to identify instructional needs
and provide positive, constructive feedback in response.
4) Provide small-group instructional intervention to students struggling in
areas of literacy and English language development.
a) Use available assessment information to identify students who
demonstrate persistent struggles with aspects of language and
literacy development.
b) Design the content of small-group instruction to target students’
identified needs.
c) Provide additional instruction in small groups consisting of three to
five students to students struggling with language and literacy.
d) For students who struggle with basic foundational reading skills,
spend time not only on these skills but also on vocabulary
development and listening and reading comprehension strategies.
e) Provide scaffolded instruction that includes frequent opportunities
for students to practice and review newly learned skills and
concepts in various contexts over several lessons to ensure retention.
Each recommendation includes extensive examples of activities that can be used
to support students as they build the needed language and literacy skills to be
successful in school, including examples of how the recommendations align with
Common Core and other contemporary state standards. The recommendations
also summarize and rate supporting evidence. Each recommendation has
subsections called “How to Carry Out the Recommendation” and “Roadblocks
and Solutions.” The authors also situate the recommendations with the Common
Core standards when possible. This Educators’ Practice Guide provides helpful
guidance for any educator who is concerned with improving the learning of
English learners.
A webinar is available on
http://edstream.ed.gov/webcast/Play/7f9570b95f594e388fdcffdb0af473a41d
Resources Addressing the Instruction of Engl ish Language Learners
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Research-based Recommendations for Reading and
Mathematics Instruction and Intervention of English
Language Learners
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. Portsmouth,
NH: RMC Research Corporation, Center on Instruction. Retrieved from
http://www.centeroninstruction.org/practical-guidelines-for-the-education-
of-english-language-learners-research-based-recommendations-for-
instruction-and-academic-interventions
This book is the first in a series of three Practical Guidelines for the Education of
English Language Learners from the Center on Instruction. It provides evidence-
based recommendations for policymakers, administrators, and teachers in K-12
settings who seek to make informed decisions about instruction and academic
interventions for ELLs. The domains of focus include reading and mathematics,
and the recommendations apply to both a class-wide instructional format and
individualized, targeted interventions, depending on the population and the goals
of the instruction.
The reading recommendations include:
1) ELLs need early, explicit, and intensive instruction in phonological
awareness and phonics to build decoding skills.
2) K-12 classrooms across the nation must increase opportunities for ELLs
to develop sophisticated vocabulary knowledge.
3) Reading instruction in K-12 classrooms must equip ELLs with strategies
and knowledge to comprehend and analyze challenging narrative
and expository texts (e.g., making conscious predictions before
reading, monitoring understanding and asking questions during
reading, and summarizing after reading)
4) Instruction and intervention to promote ELL’s reading fluency must
focus on vocabulary and increased exposure to print.
5) In all K-12 classrooms across the U.S., ELLs need significant
opportunities to engage in structured, academic talk.
6) Independent reading is only beneficial when it is structured and
purposeful and there is a good reader-text match.
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The recommendations for mathematics include:
1) ELLs need early, explicit, and intensive instruction and intervention in
basic mathematics concepts and skills.
2) Academic language is as central to mathematics as it is to other
academic areas. It is a significant source of difficulty for many ELLs
who struggle with mathematics.
3) ELLs need academic language support to understand and solve the
word problems that are often used for mathematics assessment and
instruction.
A Professional Development PowerPoint is also available to supplement the
content of this book. The detailed slides and speaker notes summarize and
augment the information contained in the book and may be used to provide
professional development during in-service training to educators teaching in
grades K-12.
Response to Intervention and Multi-tier Interventions for
Reading in the Primary Grades
Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S.,
& Tilly, W.D. (2008). Assisting students struggling with reading: Response to
intervention and multi-tier intervention for reading in the primary grades.
(NCEE 2009-4045). Washington, DC: National Center for Education
Evaluation and Regional Assistance, Institute of Education Sciences, U.S.
Department of Education. Retrieved from
http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=3
This guide offers five specific recommendations to help educators identify
struggling readers and implement evidence-based strategies to promote their
reading achievement. Teachers and reading specialists can utilize these strategies
to implement Response to Intervention (RtI) and multi-tier intervention methods
and frameworks at the classroom or school level. Recommendations cover how
to: screen students for reading problems, design a multi-tier intervention program,
adjust instruction to help struggling readers, and monitor student progress.
The recommendations include:
1) Screen all students for potential reading problems at the beginning of
the year and again in the middle of the year. Regularly monitor
progress of students who are at elevated risk for developing reading
disabilities.
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2) Provide differentiated reading instruction for all students based on
assessments of students’ current reading level (tier 1).
3) Provide intensive, systemic instruction on up to three foundational
reading skills in small groups to students who score below benchmark
on universal screening. Typically these groups meet between three to
five times per week for 20-30 minutes.
4) Monitor the progress of tier 2 students at least once a month. Use
these data to determine whether students still require intervention. For
those still making insufficient progress, school-wide teams should
design a tier 3 intervention plan.
5) Provide intensive instruction daily that promotes the development of
various components of reading proficiency to students who show
minimal progress after reasonable time in tier 2 small group instruction
(tier 3).
In operationalizing the research, with each recommendation, there is a brief
summary of the evidence to support the recommendation, specific procedures to
carry out the recommendation, and possible roadblocks and solutions education
practitioners should consider in the context of their school/district while planning
for implementation of the recommendation are provided. With each
recommendation, references are provided that education practitioners can
access for additional direction relative to specific recommendations.
Language and Reading Interventions for English Language
Learners
Rivera, M.O., Moughamian, A. C., Lesaux, N.K, & Francis, D. J. (2008). Language
and reading interventions for English language learners and English
language learners with disabilities. Portsmouth, NH: RMC Research
Corporation, Center on Instruction. Retrieved from
http://www.centeroninstruction.org/language-and-reading-interventions-
for-english-language-learners-and-english-language-learners-with-
disabilities
This report presents information about assessment, instructional interventions, and
professional development with a particular focus on ELL students who have been
identified with a language and/or learning disability or who are at risk for reading
difficulties. The focus of the intervention section is on those that have
demonstrated success at remediating reading for ELLs who have either identified
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language impairment, reading and/or learning disabilities, or those who are
performing significantly below their peers in reading achievement.
The report also offers recommendations followed by discussion and empirical
evidence for the types of instructional interventions that best serve ELLs who are at
risk for reading difficulties who may or may not have an identified language
and/or learning disability.
The recommendations include:
1) Deliver instruction within a Response to Intervention model.
2) Explicit, intensive intervention should be closely matched to student
difficulties. Explicit instruction involves teacher-led activities that
overtly demonstrate the steps in completing a specific task. This is
accomplished through articulating goals, modeling task completion,
and evaluating a student’s ability to complete it independently.
3) Early literacy interventions should focus on a combination of skills,
including phonemic awareness, fluency, explicit phonics, reading
connected text and vocabulary.
4) Peer-assisted learning is an effective intervention strategy for ELLs
identified with a disability in early grades.
5) Instruction for at-risk ELLs and ELLs with language or learning
disabilities should build vocabulary and background knowledge.
6) Instruction and interventions used with older ELLs who have learning
disabilities should use cognitive strategies, such as summarizing,
question generating, clarifying, and predicting, that would capture
their attention and facilitate their engagement.
Secondary Level and English Language Learners
National High School Center. (2009, April). Educating English language learners at
the high school level: A coherent approach to district- and school-level
support. Washington, DC: National High School Center at the American
Institutes for Research. Retrieved from
http://www.betterhighschools.org/docs/EducatingElLLsattheHSLevel_04220
9.pdf
This five-year evaluation study of California schools and districts identified a variety
of factors that made a positive difference on ELL achievement. The following
practices appeared to be important contributors to success with ELLs:
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1) Implementing a well-defined, rigorously structured plan of instruction
for ELLs;
2) Ensuring that teachers are skilled in addressing the needs of ELLs;
3) Systematically using data to assess teaching and learning; and
4) Regularly adjusting instructional planning based on student
performance.
Center for Equity and Excellence in Education, George Washington University
(2010). Improving outcomes for English language learners in secondary
education. Arlington, VA: Author. Retrieved from
http://ceee.gwu.edu/ELL_InfoBrief_2_28_11.pdf
This Info Brief provides guidance for secondary level educational leaders and
practitioners in developing instructional and assessment programs for English
language learners in general education classes that reduce barriers to graduation
and support post-graduation pathways to college and the workforce.
To meet the challenge, among the instructional recommendations the brief
includes:
1) Differentiate the content.
a) Remove extraneous information and focus on the most important
information.
b) Provide various texts about the same content that are written at
different reading and linguistic levels, making sure the texts are age-
appropriate.
c) Determine academic language (grammatical structures,
vocabulary, and text discourse structures) of the content so that this
content can be explicitly taught.
2) Differentiate instructional techniques and strategies to deliver
content.
a) Make the language of the content comprehensible through
pictures, charts, graphs, and demonstrations.
b) Scaffold instruction to provide varying and appropriate levels of
support in teaching a strategy or skills.
c) Design a variety of tasks and assignments that meet the different
language proficiency levels of ELLs.
d) Identify and pre-teach academic content that is essential to
understanding content.
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e) Use graphic organizers to help students link vocabulary, concepts
and grammar. Make sure to model and teach the language
associated with the concepts in the graphic organizer.
f) Provide explicit instruction in: vocabulary, discourse markers (e.g.,
because), grammar, and text features.
g) Practice appropriate and state-approved assessment
accommodations during instructional time so students are well
acquainted with these accommodations.
3) Differentiate student population and provide a variety of ways in
which ELLs can demonstrate their knowledge.
a) Use a visual format or other modalities to demonstrate
understanding.
b) Use supplementary written products with oral work.
c) Have students work in a variety of groups.
4) Differentiate the educational environment.
a) Use flexible groupings and small group activities.
b) Provide examples of student work for models.
c) Provide a print/visual rich classroom.
For assessments, among the recommendations the brief includes:
1) Develop a flexible and comprehensive strategy for ELLs at the
secondary level.
a) Use assessments that are free of cultural and linguistic bias and have
a norming population that included ELLs.
b) Analyze results in terms of students’ language proficiency levels.
c) Practice accommodations with students and use them regularly as
part of instruction.
d) Assess native language to get a complete picture of ELL’s
proficiency.
2) Supplement formative assessments to garner more data on ELLs in
general education.
a) Observe ELL’s classroom participation and performance
systemically.
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b) Provide alternatively worded questions that are easier to access
linguistically but are on the same academic level and test the same
material.
c) Use supplementary materials that are visuals and demonstrations.
d) Assess students’ vocabulary knowledge – especially academic and
technical vocabulary that is critical for understanding the content.
3) Provide educators with professional development in assessment for
ELLs, addressing the following topics:
a) Understanding the linguistic demands of the content.
b) Selecting appropriate accommodations for ELLs.
c) Writing linguistically and culturally biased-free formative assessments.
d) Providing ELLs a variety of ways to demonstrate their understanding.
4) Foster collaboration among general education teachers, ELL
teachers, literacy specialists, assessment specialists, and
administrators.
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Additional Resources
Center for Applied Linguistics http://www.cal.org/
The Center for Applied Linguistics (CAL) is a private, non-profit organization. CAL
has earned an international reputation for its contributions to the fields of bilingual
and dual language education, English as a second language, world languages
education, language policy, assessment, immigrant and refugee integration,
literacy, dialect studies, and the education of linguistically and culturally diverse
adults and children.
The resource center includes:
• Briefs
• Digests
• Factoids
• Databases and directories
• Publications
• CDs, DVDs with workbooks
Colorin Colorado
http://www.colorincolorado.org/index.php?langswitch=en
Colorín Colorado is a national website serving educators and families of English
language learners (ELLs) in Grades PreK-12. Colorín Colorado has been providing
free research-based information, activities, and advice to schools and
communities around the country for more than a decade. Colorin Colorado
specifically addresses resources (listed below) for teachers, administrators,
librarians, parents/families, and policy makers. The resources include:
• Guides and Toolkits
• Tip and Fact Sheets
• Books for Children, Adolescents, and Young Adults
• A Glossary of Terms
• Common Core (suggestions/connections) for ELLs
• Timely information on ELL topics A-Z including but not limited
to: adolescent literacy, assessment, motivation, and parent
outreach
• ELL Policy Suggestions
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• ELL Research and Reports
• Webcasts (practical, brief and to the point)
• Multimedia of Video and Podcast References
• Newsletter Subscription for Colorin Colorado
• Additional ELL (credible) websites that education practitioners
can access for practical ready references. The websites can
be explored with reference to searching by audience, type of
organization, and/or topic.
National Clearinghouse for English Language Acquisition
(NCELA) http://ncela.ed.gov/
The National Clearinghouse for English Language Acquisition & Language
Instruction Educational Programs (NCELA) supports the U.S. Department of
Education's Office of English Language Acquisition, Language Enhancement, and
Academic Achievement for Limited English Proficient Students (OELA) in its mission
to respond to Title III educational needs, and implement NCLB as it applies to
English learners (ELs).
Resources on the website address:
• Data and demographics
• Professional development
• Promising practices
• Publications
• Annotated bibliographies
• Webinars
• Resources for supporting new arrivals
Reading Rockets http://www.readingrockets.org/reading-topics/english-
language-learners
Reading Rockets is national multimedia literacy initiative offering information and
resources on how young kids learn to read, why so many struggle, and how caring
adults can help. The Reading Rockets project includes PBS television programs
(also available online and on DVD); online services through the websites
ReadingRockets.org and ColorinColorado.org; professional development
opportunities; and a robust social community on Twitter, Facebook, Pinterest, and
Tumblr.
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Reading Rockets produces free webcasts for teacher professional development.
The webcasts offer teachers an opportunity to hear from national experts, and are
available online to watch at any time. Topics include how to establish an effective
reading program, assessment, pre-reading skills, teaching English language
learners, writing, and parent engagement.
Stanford University Graduate School of Education,
Understanding Language http://ell.stanford.edu/
The Understanding Language initiative aims to heighten educator awareness of the
critical role that language plays in the new Common Core State Standards and
Next Generation Science Standards. The long-term goal of the initiative is to
increase recognition that learning the language of each academic discipline is
essential to learning content.
The website has open-source teaching resources that support the language
development and learning of ELLs in the content areas: English language arts,
mathematics, and science. The materials represent high-quality instruction for ELL
students.
ELLs and Middle School English Language Arts Lesson
For example, in English language arts, the website includes a video and additional
resources addressing a middle school unit on persuasion across time and space for
English language learners. Other resources include: introduction, lessons, printable
student handouts, and guidelines for developing ELA instructional materials.
Supporting ELLs in Mathematics
In mathematics, the materials include: principles for math instruction, guidelines for
math instructional materials development, language of math task templates, and
annotated math tasks at elementary, middle, and high school levels. The goal of
these materials is to illustrate how Common Core aligned math tasks can be used to
support math instruction and language development for ELLs at three grade spans
(elementary, middle, and high school). They used or adapted tasks from two
publicly accessible curriculum projects, Inside Mathematics and Mathematics
Assessment Project.
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WestEd http://www.wested.org/area_of_work/english-language-learners/
WestEd has a variety of resources available on its websites related to projects
addressing English language learners. The resources include:
• Publications
• Professional development materials
• Digital resources
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