View in EDS PDF Full Text

Effective Instruction for English Learners.

Saved in:
Bibliographic Details
Title: Effective Instruction for English Learners.
Authors: Calderón, Margarita1, Slavin, Robert2, Sánchez, Marta3
Source: Future of Children. Spring2011, Vol. 21 Issue 1, p103-127. 25p.
Subject Terms: *Immigrants, *Students, *English as a foreign language, *High school students, *Information storage & retrieval systems, *Literacy, *Parenting, *Professional employee training, *Reading, *School children, *School administration, *Psychology of students, *Vocabulary, *Organizational structure, *Teaching methods, Medical databases, Leadership, Maps, Organizational change, Evaluation of organizational effectiveness, Group process
Geographic Terms: United States
Abstract: The fastest-growing student population in U.S. schools today is children of immigrants, half of whom do not speak English fluently and are thus labeled English learners. Although the federal government requires school districts to provide services to English learners, it offers states no policies to follow in identifying, assessing, placing, or instructing them. Margarita Calderón, Robert Slavin, and Marta Sánchez identify the elements of effective instruction and review a variety of successful program models. During 2007-08, more than 5.3 million English learners made up 10.6 percent of the nation's K-12 public school enrollment. Wide and persistent achievement disparities between these English learners and English-proficient students show clearly, say the authors, that schools must address the language, literacy, and academic needs of English learners more effectively. Researchers have fiercely debated the merits of bilingual and English-only reading instruction. In elementary schools, English learners commonly receive thirty minutes of English as a Second Language (ESL) instruction but attend general education classes for the rest of the day, usually with teachers who are unprepared to teach them. Though English learners have strikingly diverse levels of skills, in high school they are typically lumped together, with one teacher to address their widely varying needs. These in-school factors contribute to the achievement disparities. Based on the studies presented here, Calderón, Slavin, and Sánchez assert that the quality of instruction is what matters most in educating English learners. They highlight comprehensive reform models, as well as individual components of these models: school structures and leadership; language and literacy instruction; integration of language, literacy, and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes. As larger numbers of English learners reach America's schools, K-12 general education teachers are discovering the need to learn how to teach these students. Schools must improve the skills of all educators through comprehensive professional development—an ambitious but necessary undertaking that requires appropriate funding. [ABSTRACT FROM AUTHOR]
Copyright of Future of Children is the property of Future of Children and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 60115709
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Effective Instruction for English Learners.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Calderón%2C+Margarita%22">Calderón, Margarita</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Slavin%2C+Robert%22">Slavin, Robert</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Sánchez%2C+Marta%22">Sánchez, Marta</searchLink><relatesTo>3</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Future+of+Children%22">Future of Children</searchLink>. Spring2011, Vol. 21 Issue 1, p103-127. 25p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Information+storage+%26+retrieval+systems%22">Information storage & retrieval systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Parenting%22">Parenting</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22School+administration%22">School administration</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br />*<searchLink fieldCode="DE" term="%22Organizational+structure%22">Organizational structure</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+databases%22">Medical databases</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Maps%22">Maps</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+change%22">Organizational change</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+of+organizational+effectiveness%22">Evaluation of organizational effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Group+process%22">Group process</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The fastest-growing student population in U.S. schools today is children of immigrants, half of whom do not speak English fluently and are thus labeled English learners. Although the federal government requires school districts to provide services to English learners, it offers states no policies to follow in identifying, assessing, placing, or instructing them. Margarita Calderón, Robert Slavin, and Marta Sánchez identify the elements of effective instruction and review a variety of successful program models. During 2007-08, more than 5.3 million English learners made up 10.6 percent of the nation's K-12 public school enrollment. Wide and persistent achievement disparities between these English learners and English-proficient students show clearly, say the authors, that schools must address the language, literacy, and academic needs of English learners more effectively. Researchers have fiercely debated the merits of bilingual and English-only reading instruction. In elementary schools, English learners commonly receive thirty minutes of English as a Second Language (ESL) instruction but attend general education classes for the rest of the day, usually with teachers who are unprepared to teach them. Though English learners have strikingly diverse levels of skills, in high school they are typically lumped together, with one teacher to address their widely varying needs. These in-school factors contribute to the achievement disparities. Based on the studies presented here, Calderón, Slavin, and Sánchez assert that the quality of instruction is what matters most in educating English learners. They highlight comprehensive reform models, as well as individual components of these models: school structures and leadership; language and literacy instruction; integration of language, literacy, and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes. As larger numbers of English learners reach America's schools, K-12 general education teachers are discovering the need to learn how to teach these students. Schools must improve the skills of all educators through comprehensive professional development—an ambitious but necessary undertaking that requires appropriate funding. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Future of Children is the property of Future of Children and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=60115709
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 103
    Subjects:
      – SubjectFull: Immigrants
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: English as a foreign language
        Type: general
      – SubjectFull: High school students
        Type: general
      – SubjectFull: Information storage & retrieval systems
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Parenting
        Type: general
      – SubjectFull: Professional employee training
        Type: general
      – SubjectFull: Reading
        Type: general
      – SubjectFull: School children
        Type: general
      – SubjectFull: School administration
        Type: general
      – SubjectFull: Psychology of students
        Type: general
      – SubjectFull: Vocabulary
        Type: general
      – SubjectFull: Organizational structure
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Medical databases
        Type: general
      – SubjectFull: Leadership
        Type: general
      – SubjectFull: Maps
        Type: general
      – SubjectFull: Organizational change
        Type: general
      – SubjectFull: Evaluation of organizational effectiveness
        Type: general
      – SubjectFull: Group process
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Effective Instruction for English Learners.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Calderón, Margarita
      – PersonEntity:
          Name:
            NameFull: Slavin, Robert
      – PersonEntity:
          Name:
            NameFull: Sánchez, Marta
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Text: Spring2011
              Type: published
              Y: 2011
          Identifiers:
            – Type: issn-print
              Value: 10548289
          Numbering:
            – Type: volume
              Value: 21
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Future of Children
              Type: main
ResultId 1