research findings on english language learners

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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.

TTWELL Grant: Summer Institute May 12-13, 2008

Elke Schneider, Ph.D.

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OUTLINEOUTLINE

• Basic language acquisition findings

• Findings of CREDE (2000-2002) and National Literacy Panel (2006)

• References

• Basic language acquisition findings

• Findings of CREDE (2000-2002) and National Literacy Panel (2006)

• References

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Language AcquisitionLanguage 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

• (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

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• (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.

• (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.

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• (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.

• (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.

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• (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.

• (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.

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• (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.

• (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.

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• (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.

• (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.

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CREDECREDE• 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

• 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

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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.

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.

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(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

(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

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• (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.

• (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.

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• (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

• (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

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• (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.

• (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.

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Selected ReferencesSelected 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.

• 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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