Chapter 1Saunders and GoldenbergResearch to Guide English Language

Development Instruction

Improving Education for English Learners:Research-Based Approaches

Mt. Diablo USDAugust 12, 2011

Improving Education for English Learners:

Research-Based Approaches• A book developed by CDE to provide the latest guidance on best

practices for English Learners.– Instructed ELD

• Research to Guide ELD Instruction• Implementation, K – 5• Implementation, 6 - 12

– Effective literacy instruction– Effective sheltered content instruction– Alternative educational (dual language) programs

Today’s Content Objectives

• Participants will understand:– unique features of this book– research-based approaches for improving

instruction for ELs– the nature of instructed English Language

Development– the different types of research supporting

ELD instruction – 14 guidelines derived from research

Today’s Language Objectives

• Participants will understand, and be able to accurately use:– Key terms related to instructed ELD– Technical terms regarding theories

and research supporting guidelines for instructed ELD

– Descriptions of best practices to guide and support teachers in using these.

Chapters 1 - 6

1) Research to Guide English Language Development Instruction– William Saunders and Claude Goldenberg

2) ELD: Issues and Implementation at Grades K–5– Marguerite Ann Snow and Anne Katz

3) ELD: Issues and Implementation at Grades 6–12 – Susana Dutro and Kate Kinsella

4) Effective Literacy Instruction for English Learners – Diane August and Timothy Shanahan

5) Programs and Practices for Effective Sheltered Content Instruction– Jana Echevarria and Deborah Short

6) Alternative Educational Programs for English Learners– Kathryn Lindholm-Leary and Fred Genesee

IntroductionVeronica Aguila

Schooling English Learners:Contexts and Challenges

Introduction

• California enrolls the most ELs of any state – (>1.5 million).

• Mt. Diablo has over 7,000 ELs (21% of all enrollment).

• Features of the publication– Based on research– Responds to questions posed by practitioners– Close coordination between practitioners and authors– Authors provided feedback to each other– Overall content editor ensured coherence

Intro…

• History of programs for English Learners• Academic performance of English Learners• Research on school effectiveness• Importance of professional development

(for teachers, but not much on administrators or others)

• There is limited information on assessment, on school and district features, and on socio-cultural factors.

Activity #1Before we dive into the chapter:

• Think about the best ELD instruction you have seen. • Whether or not it is in the chapter, write a brief

guideline for this excellent ELD instruction that you would like to see supported by research.

• What does your experience tell you about the best ways to promote L2 acquisition?

• We will come back to this at the end of the session.

Chapter 1

William Saunders andClaude Goldenberg

Research to Guide English Language Development

Instruction

Chapter 1

Chapter 1

• Research is the focus of this chapter. Other sources of guidance are:– Theory: behaviorist, communicative, etc.– ELD Standards: California, TESOL, etc.– Practitioner experience– Published instructional programs

• What is Academic Language?• What is Instructed ELD?

What is Instructed ELD?

• …instruction delivered in a portion of the school day separately from English-language arts and other content areas…that focuses specifically on helping English learners develop English language skills. – (p. 21)

• ELD instruction is designed specifically to advance English learners’ knowledge and use of English in increasingly sophisticated ways. – (p. 23)

Beginner {EL}

Intermediate {EL}

Advanced

Early Advanced

______________________________________________________________________________

Reclassified FEP}

Early Intermediate{EL}

Advanced _________________________________________________________________________________

Proficient

Basic

Below Basic

Far Below Basic

ELD and ELA English Language and

literature [Almost no oral language]

• There is less research than we might expect.• Fourteen guidelines are supported by:

– 1. Relatively strong research evidence • Research on ELs

– 2. Hypotheses emerging from recent EL research– 3. Non-EL research.

Table 1.2

The Guidelines 1. Relatively strong research evidence (research on

ELs)

1. ELD Instruction is better than no ELD instruction.

2. Interactive activities can be productive, but they must be carefully planned and carried out.

The Guidelines 2. Hypotheses emerging from recent EL research

3) A separate, daily block of time should be devoted to ELD Instruction

4) The ELD block can incorporate reading and writing but should emphasize listening and speaking.

5) ELD instruction should explicitly teach elements of English (e.g., vocabulary, syntax, grammar, conventions).

The Guidelines 2. Hypotheses emerging from recent EL research

6) ELD instruction should integrate meaning and communication to support explicit teaching of language.

7) ELD instruction should provide students with corrective feedback on form.

8) Use of English during ELD instruction should be maximized; L1 should be used strategically.

The Guidelines 2. Hypotheses emerging from recent EL research

9) Attend to communication and language learning strategies and incorporate them into ELD instruction.

10) Emphasize academic language as well as conversational language.

11) ELD instruction should continue at least until students reach level 4 (early advanced) and possibly through level 5 (advanced).

The Guidelines 3. … grounded in non-EL Research

12) ELD Instruction should be planned and delivered with specific language objectives in mind.

13) ELs should be carefully grouped for ELD Instruction, not in classrooms segregated by language proficiency, but by language proficiency for specific ELD Instruction.

14) The likelihood of establishing and/or sustaining an effective ELD Instructional program increases when schools and districts make it a priority.

Activity #2Think-Write Pair-

ShareChoose one or two of the guidelines: A. For each, describe 1-2 practices that currently

are used in our schools that might need to change.

B. Describe 1-2 practices that you feel should be reinforced.

C. How can we best make needed changes?

Activity #3:Reflect on your guidelines:• Let’s look at what you wrote at the beginning of

this session.• Think about how this relates to the guidelines

provided by Saunders & Goldenberg.• What would it take to provide empirical evidence

to support your guideline?

Resources

• WestEd Webinar for Saunders and Goldenberg (archived from 11-02-10)– http://www.schoolsmovingup.net/cs/smu/view/e/4684

WestEd Webinar Serieshttp://www.schoolsmovingup.net/cs/smu/view/e/4687

1) November 2, 2010 – ELD Research– William Saunders and Claude Goldenberg

2) November 9, 2010 - ELD: K–5– Marguerite Ann Snow and Anne Katz

3) February 9, 2011 - ELD: 6–12 – Susana Dutro and Kate Kinsella

4) October 27, 2010 - Literacy Instruction for English Learners – Diane August and Timothy Shanahan

5) January 19, 2011 - Effective Sheltered Content Instruction– Jana Echevarria and Deborah Short

6) February 16, 2011 - Alternative (Bilingual) Educational Programs – Kathryn Lindholm-Leary and Fred Genesee

Mt. Diablo Book Study Schedule

• Fri., August 12 – Ch 1 AM• Weds., October 19 – Ch 2 AM & PM• Weds., November 16 – Ch 3 AM & PM• Weds., January 4 – Ch 4 AM & PM• Weds., March 21 – Ch 5 AM & PM• Weds., May 2 – Ch 6 AM & PM

Today’s Content Objectives

• Participants will understand:– unique features of this book– research-based approaches for improving

instruction for ELs– the nature of instructed English Language

Development– the different types of research supporting

ELD instruction – 14 guidelines derived from research

Today’s Language Objectives

• Participants will understand, and be able to accurately use:– Key terms related to instructed ELD– Technical terms regarding theories

and research supporting guidelines for instructed ELD

– Descriptions of best practices to guide and support teachers in using these.

Thanks!