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Improving Education for English Learners: Research-Based Approaches

Improving Education for English Learners: Research-Based Approaches. English Learner and Support Services Professional Learning Series September 23, 2010.

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Improving Education for English Learners: Research-Based Approaches

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  1. Improving Education for English Learners: Research-Based Approaches English Learner and Support Services Professional Learning Series September 23, 2010

  2. Chapter 1pp. 21-81“Research to Guide English Language Development Instruction”by W. Saunders & C. Goldenbergbased on a presentation by Dianna GutiérrezEducation Programs ConsultantLanguage Policy and Leadership Office

  3. Chapter Overview • Synthesizes studies and research that identify guidelines for effective English language development (ELD) instruction. • Provides guidelines for instructional practice based on existing research. • Authors found little research that focuses specifically on U.S. K–12 ELD instruction and conclude that most of the current ELD instruction is driven by theory. • Fourteen guidelines for ELD instruction are outlined.

  4. Chapter Organization • Explanation of ELD instruction • Description of the small research base for ELD instruction • Description of the fourteen ELD instruction guidelines and the related research

  5. Defining ELD Instruction • ELD instruction is designed specifically to help English learners (ELs) learn and acquire English to a proficiency level that maximizes their capacity to engage successfully in academic studies taught in English. (p. 23) • Primary goal of ELD instruction is to learn and acquire English by mastering ELD standards. To evaluate, first measure progress on the California English Language Development Test (CELDT). (p. 24) • In ELD instruction, language is the primary objective and content is secondary. (p. 25)

  6. Sheltered Instruction • Primary goal of sheltered instruction is to teach skills and knowledge identified in the content area standards. To evaluate, first measure progress on California Standards Tests (CSTs). (p. 24) • Content is primary and language is secondary. (p. 25)

  7. ELD Instruction Research Base • Chapter draws heavily on six syntheses and/or meta-analyses that represent diverse populations and contexts. (p. 25) • Small body of research to guide design and delivery of K–12 ELD instruction. - Very few studies focus on the effects of instruction - Most studies involve college-age and adult learners studying a foreign language • Most of the research on ELs in the U.S. have focused on evaluating bilingual or English immersion programs to measure the effects of the overall program, not the ELD instructional componenton the acquisition of English.

  8. Guidelines for ELD Instruction

  9. Our Process Today • Review the guidelines in “chunks”, whole group. • Discuss in smaller groups. This will be timed. • Use the NCR graphic organizer to record your Make/Take Notes, Implications for your district, and Next Steps. • Return whole group for the next “chunk” of guidelines.

  10. Guidelines based on Relatively StrongSupporting Evidence from EL Research 1. Providing ELD instruction is better than not providing it. (pp. 29-30) -aids language acquisition for all proficiency levels -aids younger and older learners 2. ELD instruction should include interactive activities, but they must be carefully planned and carried out. (pp. 31-33) -One study found that interactive tasks that required accurate use of English form, produced stronger learning outcomes than tasks that did not require correct us of the language form.

  11. Small Group Discussion • Discuss Guidelines 1 and 2. • Anything surprising? Similar to what occurs in your district? Different? • Implications for your district? • Next steps for you in your district? • 5 Minutes

  12. Guidelines based on Hypotheses Emerging from EL Research 3.A separate block of time should be devoted to ELD instruction. (pp. 33-35) -Kindergartners who received ELD in a separate block made greater gains than students in an integrated ELD/LA block (bilingual & English immersion programs). -Hypothesize that longer ELD block combined with focused, systematic language instruction helped accelerate oral language growth. 4. ELD instruction should emphasize listening and speaking although it can incorporate reading and writing. (pp.35-37) -A positive relationship between oral English proficiency and English reading achievement

  13. Guidelines based on Hypotheses Emerging from EL Research 5. ELD instruction should explicitly teach elements of English (e.g. vocabulary, syntax, grammar, functions, and conventions). (pp. 38-40) -Focusing students’ attention on the targeted language element, or form, produces higher levels of second-language learning -Explicit instruction also includes inductive approaches 6. ELD instruction should integrate meaning and communication to support explicit teaching of language. (pp. 40-44) -No definitive empirical evidence related to the appropriate balance and exact relationship.

  14. Small Group Discussion • Discuss Guidelines 3-6. • Anything surprising? Similar to what occurs in your district? Different? • Implications for your district? • Next steps for you in your district? • 13 Minutes

  15. Guidelines based on Hypotheses Emerging from EL Research 7. ELD instruction should provide students with corrective feedback on form. (pp. 44-46) -Three studies tested the effects of implicit (recast) and explicit (prompt) forms of corrective feedback and found stronger positive effects for prompt than recast feedback. -ELD teachers should not avoid or hesitate about providing feedback –central to the issue is how to do it effectively 8. Use of English should be maximized during ELD instruction; the primary language should be used strategically. (pp. 46-47) -Use of primary language to ensure ELs understand directions, pay attention to cognates, master language learning and metacognitive strategies

  16. Guidelines based on Hypotheses Emerging from EL Research 9. Teachers should attend to communication and language-learning strategies and incorporate them in ELD instruction. (pp. 47- 49) -As students develop proficiency, their strategy use changes. -Another study suggests that explicit instruction on how to use strategies, especially metacognitive strategies, might be beneficial for ELs’ oral language development.

  17. Guidelines Based on Hypotheses Emerging from EL Research 10. ELD instruction should emphasize academic language as well as conversational language. (pp. 49-53) -Academic language refers to the specialized vocabulary, grammar, discourse/textual, and functional skills associated with academic instruction and mastery of academic material and tasks. -The concept of academic language has gained attention, but no studies have tested the hypothesis that ELs’ language development benefits from ELD instruction that focuses heavily on academic language.

  18. Guidelines Based on Hypotheses Emerging from EL Research 11. ELD instruction should continue at least until students reach level 4 (early advanced) and possibly through level 5 (advanced). (pp. 53-55) -Hypothesize that if ELs continue to receive explicit ELD instruction in levels three through five, they can more rapidly attain native-like oral proficiency and avoid the plateau many experience

  19. Small Group Discussion • Discuss Guidelines 7-11. • Anything surprising? Similar to what occurs in your district? Different? • Implications for your district? • Next steps for you in your district? • 18 Minutes

  20. Guidelines Applicable to ELD but Grounded in Non-EL Research 12. ELD instruction should be planned and delivered with specific language objectives in mind. (pp. 55-56) - Evidence that objectives can enhance learning if objectives, teaching and assessment are coordinated. -Hypothesize that instructional objectives will be as useful for ELD instruction as it is for other types of academic instruction.

  21. Guidelines Applicable to ELD but Grounded in Non-EL Research 13. ELs should be carefully grouped by language proficiency for ELD instruction; for other portions of the school day they should be in mixed classrooms and not in classrooms segregated by language proficiency. (pp. 56-58) - There is no research that directly relates to how ELs should be grouped, for what purpose, and how much of the school day. -Studies in other content areas found homogeneous groupings for the entire school day lead to lower achievement among lower-achieving students -ELs should be regularly assessed to monitor progress and to make certain instruction and placement is appropriate.

  22. Guidelines Applicable to ELD but Grounded in Non-EL Research 14. The likelihood of establishing and/or sustaining an effective ELD instructional program increases when schools and districts make it a priority. (pp. 58-59) -Very little experimental research in this area. -Studies agree that what gets emphasized in schools and districts can influence what teachers do and what students learn. -A high priority placed on ELD instruction by schools and districts is likely to contribute to promoting higher levels of English acquisition (together with curriculum and instruction based on the best research currently available)

  23. Small Group Discussion • Discuss Guidelines 12-14. • Anything surprising? Similar to what occurs in your district? Different? • Implications for your district? • Next steps for you in your district? • 8 Minutes

  24. Success for English Learners • “….requires comprehensive programs and approaches that incorporate ELD instruction,strong English literacy instruction, effective sheltered instruction in the content areas, and—ideally—effective use of students’ primary language.” (p. 63)

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