Improving Education for English Learners:

Research-Based Approaches

English Learner and Support ServicesProfessional Learning SeriesJanuary 6, 2011

Chapter 4 (pp. 209-249)

EffectiveEnglish Literacy Instructionfor English Learners

by Diane August, Center for Applied LinguisticsTimothy Shanahan, University of Illinois, Chicago

Title III Accountability Institute

• August and Shanahan presented at Institute

• PPT will be posted to the Schools Moving Up website http://www.schoolsmovingup.net/cs/smu/print/htdocs/smu/webinars/upcoming.htm

Based on a presentation by Jan Mayer, Sacramento COEand Olivia Sosa, San Joaquin COETitle III Regional Leads

Today’s format

• Information on four components of literacy development

• Your presentations on each of the eight guidelines for teaching literacy to English learners

Chapter 4 Overview

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Primary Source: The National Literacy Panel for

Language Minority Children and Youth (August &

Shanahan 2006)

Chapter is based on the most up-to-date, comprehensive

review of the best studies on teaching literacy to ELs.

pp. 209-249

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– Research includes:• Literacy learning for language minority children ages 3 – 18

• Time span: 1980 – 2002 (National Literacy Panel), 2003 -2006 (for this chapter)

• 83 studies included in the review– Dissertations and Technical Reports

– Reviews of Instructional Methodology» had to report research (e.g., systematic data

analysis)» design was experimental or quasi-experimental » published in peer-reviewed journal

p. 210

Background of Literacy Development

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Literacy development requires the acquisition of

• word-level skills (those involved in word-reading and spelling)

• text-level skills (those involved in comprehension and writing).

p. 211

“Ultimately, the goal of literacy instruction is to build students’

comprehension and writing skills.” (p. 211)

Background of Literacy Development

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Although some ELs may progress at slower rates than native speakers, their growth in literacy generally follows s_______ developmental paths.

– Word-reading (phonological awareness, decoding)– Spelling (orthographic knowledge)

Reading comprehension development of ELs compared to native-speaking peers indicated that the performance of ELs falls w___ b____ that of their native-speaking peers.

p. 211

Background of Literacy Development

1. Role of First-Language Literacy

1. Role of English-Language Literacy

2. Sociocultural Context

3. Social vs. Academic Language

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Many factors influence cross-language relationships L1 Literacy experience Similarities of L1 and L2 (language and writing systems) Language proficiency

Cross-language relationships: Word reading Spelling (positive and negative) Vocabulary (postive and negative [embarrass &

embarazar]) Reading comprehension (significant correlation L1 to L2) Reading strategies Writing skills

pp. 212-213

1. Role of First-Language Literacy

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Language minority students receiving

instruction in both their native language and

English did better on English reading

measures than language-minority students

instructed only in English.

p. 214

1. Role of First-Language Literacy

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…reading programs that used only English to

teach ELs to read in English are showing

promising results, suggesting that if children

receive good instruction with appropriate

scaffolding, they can successfully master

word-level reading skills in English.

p. 214

1. Role of First-Language Literacy

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Phonological processing skills in English were much better predictors of word-reading than was oral language proficiency in either the native language or English.

•Phonological awareness•Rapid letter naming•Phonological memory

p. 214

2. Role of English-Language Proficiency

16p. 214

…oral English proficiency and the

skills that allow accurate and

effortless recognition of printed

words are essential factors in

comprehension development.

…oral English proficiency and the

skills that allow accurate and

effortless recognition of printed

words are essential factors in

comprehension development.

2. Role of English-Language Proficiency

StandUp, HandUp, PairUp

1. What information about the role of first-language literacy did you find reaffirming or interesting?

2. What information about the role of English-language proficiency did you find reaffirming or interesting?

3. Sociocultural Context

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A meta-analysis of studies found bilingual programs were significantly better than English-only programs in developing English literacy skills. (Note: Moderate average effect size)

Programs incorporating culturally appropriate curriculum resulted in h_____ levels of e__________.

pp. 215-216

4. Social vs Academic Language

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…we are in accord with Bailey (2007), who

stressed the importance of guarding

“against believing that there is something

inherent in social language that makes it

less sophisticated or less cognitively

demanding than language used in an

academic context.”

p. 216

4. Social vs Academic Language

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It is most accurate to characterize the difference between academic language and social language as differences in the relative frequency of complex grammatical structures, specialized vocabulary, and uncommon language functions.

Social and academic language may both contain complex linguistic responses.

No direct research was found on the notion that“Some ELs have problems developing academic language.”

pp. 215-216

Think-Pair-ShareConsider the four components of literacy

development: role of first-language literacy, role of English-language literacy, sociocultural context, and social vs. academic language.

Which one/s currently have the most impact, positively or negatively, on the acquisition of literacy of the ELs in your district/school? How could you address it/them in the future?

• Review the information about the guideline assigned to your group.

• On the flip chart, list 2-4 key points. Feel free to add quotes, sketches, etc.

• Discuss the possible implications of the guideline related to your school/district.

• Be ready to share with the entire group.

The Eight Guidelines forTeaching Literacy to English Learners

Guidelines Key Points Implications

1.Effective instruction for ELs emphasizes essential components of literacy. pp.217-220

2. Effective instruction for ELs is similar to effective instruction for native speakers. pp.220-222

3. Effective literacy curriculum and instruction for ELs must be adjusted to meet their needs. pp.222-226

4. Effective literacy instruction for ELs is comprehensible and multidimensional. pp.227-229

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Guidelines Key Points Implications

5.Effective literacy instruction for ELs develops oral proficiency. pp.229-231

6. Effective literacy instruction for ELs is differentiated. pp.231-234

7. Effective literacy instruction for ELs requires well-prepared teachers. pp.234-235

8. Effective literacy instruction for ELs is respectful of the home language. pp. 235-237

…we hope the guidelines will be useful to practitioners as they grapple with the everyday challenge of educating English learners, to policymakers as they endeavor to create contexts in which effective instruction can occur, and to researchers attempting to build on previous research.

Conclusion

p. 237