Teaching English language learners: What the research does—and does not—say
Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say [Electronic Version]. American Educator, 32, 8-19, 22-23, 42-44. Retrieved September 2, 2008, from http://www.aft.org/pubs-reports/american_educator/issues/summer08/ goldenberg.pdf
To inform English learner educators of the latest and effective research-based teaching practices, the author summarized two major reviews published in 2006: one by the National Literacy Panel (NLP) and the other by the Center for Research in Education, Diversity, and Excellence (CREDE). Not only does the authors discuss three major research findings but in addition challenges educators and researchers alike to fund and conduct additional research in this field. The first of the three major findings: teaching students to read in their first language promotes higher levels of reading achievement in English. According to the research, reading skills in the primary language “transfer” to the target language. Although it is important that educators not assume that this “transfer” is automatic. The second major finding: what we know about good instruction and curriculum in general holds true for English learners as well; however it is critical that educators provide instructional modifications and enhancements for ELs as well as clear goals, engaging/challenging curriculum, and explicit instruction. It is also noted that good teaching, according to the findings by the NLP, must include a combination of interactive and direct approaches. The third major finding: when instructing English learners in English, teachers must modify instruction to take into account students’ language limitations. In the early stages of learning how to read, English learners make comparative gains to that of English speakers. As the complexities of the language (e.g., vocabulary, syntax) increase so does the need for instructional modification. The NLP concluded that the English learners’ oral language proficiency must be developed as a foundation for academic proficiency in other areas. Unfortunately, research regarding oral language development is limited. The author emphasizes that more research is necessary to help English learners succeed in school. Three topics that need further research are: for whom and for how long is bilingual reading instruction beneficial; how can the oral language development be accelerated; and lastly, the best ways to teach English language development. To alleviate the many questions left outstanding in this regard, he makes mention of seven best practices that are not research-based but may have pedagogical contributions that in the future can be further investigated. Three examples of these are assessing knowledge and language separately, promoting productive interaction among ELLs and English speakers, and adding [additional] time [to learn].
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