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Research Findings on English Language Learners

Research Findings on English Language Learners. TTWELL Grant: Summer Institute May 12-13, 2008 Elke Schneider, Ph.D. OUTLINE. Basic language acquisition findings Findings of CREDE (2000-2002) and National Literacy Panel (2006) References. Language Acquisition.

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Research Findings on English Language Learners

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  1. Research Findings on English Language Learners TTWELL Grant: Summer Institute May 12-13, 2008 Elke Schneider, Ph.D.

  2. OUTLINE • Basic language acquisition findings • Findings of CREDE (2000-2002) and National Literacy Panel (2006) • References

  3. Language Acquisition • (1) ELLs benefit from instruction in the key components of reading as defined by the National Reading Panel (NICHD, 2000); This includes explicit instruction in • Phonemic awareness, letter-sound awareness, fluency, vocabulary, and text comprehension

  4. Language Acquisition • (2) Explicit instruction in these 5 areas is necessary but not sufficient to teach ELLs to read, write and spell proficiently in English.Oral language proficiency for social and academic purposes is necessary also.

  5. Language Acquisition • (3) Oral proficiency and literacy in the student’s L1 will facilitate development of literacy in L2 (English). Literacy in L2 can also be developed in L2 without literacy proficiency in L1.

  6. Language Acquisition • (4) Individual student characteristics and history of migration play a significant role in L2 literacy development. • (5) Home language experiences can contribute to L2 (English) literacy development. However, there is limited research on the influence of socio-cultural factors on L2 acquisition processes.

  7. Language Acquisition • (6) A learning environment that keeps anxiety low, motivation high, and welcomes a positive approach to differences and error production supports language learning. • (7) Second language learners transfer any linguistic awareness gained in L1 to L2 which speaks for a constructive approach to allowing L1 and L2 in the classroom. • (8) Social conventions must be taught.

  8. Language Acquisition • (8) Social conventions must be taught. • (9) Differences between formal and informal language use in oral and written task settings must be made explicit. • (10) L1 and L2 language acquisition processes in speech, reading, and writing share basic features but are not identical; a second language learning process is influenced by knowledge about L1 (e.g., informal- formal language, pronunciation, reading, writing conventions, grammar and vocabulary features) • (11) Bilingual language programs show faster improvement in L2 than monolingual (L2) programs.

  9. CREDE • Researchers from the National Center for Research on Education, Diversity and Excellence (CREDE), a federally funded research center until recently, conducted a second major review of L2 literacy development (2000-2002). • The focus was • Oral language development • Literacy development from linguistic and cross-linguistic angles • Academic achievement

  10. 2006 Literacy Panel & CREDE Both groups came to similar conclusions: (a) L2 literacy development is influenced by numerous variables that influence each other. Among them are socio-economic status, L1 literacy base, and L2 oral performance.

  11. 2006 Literacy Panel & CREDE (b) Certain L1 literacy skills transfer to L2 even if these two language s differ in print, pronunciation, and writing conventions. Among them are • phonemic awareness • morphological awareness • listening and reading comprehension • language learning strategies

  12. 2006 Literacy Panel & CREDE • (c) Oral performance and literacy (tasks involved in managing print) can develop simultaneously. • (d) Academic literacy skills in L1 positively support literacy development in L2. • (e) ELLs need enhanced, explicit vocabulary instruction.

  13. 2006 Literacy Panel & CREDE • (f) High quality instruction for ELLs is similar to high quality instruction for other native speakers; but ELLs need instructional accommodations (mandated by law!) and other additional support to succeed at the academic level

  14. 2006 Literacy Panel & CREDE • (g) teaching the 5 major components fo reading (NICHD, 2000) to ELLs is necessary but not sufficient for developing academic literacy. ELLs need to develop oral language proficiency as well.

  15. Selected References • August, D. & Shanahan, T. (Eds.) (2006). Developing literacy in second language learners. Report of the National Literacy Panel on Language Minority Children and Youth. Washington, DC:CAL. • 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. Washington, DC: CAL.

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