Implementing Evidence-Based Instructional Practices for English Learners: Using Research to Guide Practice
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| Title: | Implementing Evidence-Based Instructional Practices for English Learners: Using Research to Guide Practice |
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| Language: | English |
| Authors: | Jennifer Blitz, Office of English Language Acquisition (OELA) (ED), National Clearinghouse for English Language Acquisition (NCELA), Manhattan Strategy Group (MSG) |
| Source: | Office of English Language Acquisition, US Department of Education. 2025. |
| Availability: | Office of English Language Acquisition, US Department of Education. 400 Maryland Ave SW, Washington, DC 20202. Tel: 877-424-1616; e-mail: edpubs@edpubs.ed.gov; Web site: https://www2.ed.gov/about/offices/list/oela/index.html |
| Peer Reviewed: | N |
| Page Count: | 45 |
| Publication Date: | 2025 |
| Contract Number: | GS10F0201T |
| Intended Audience: | Practitioners |
| Document Type: | Reports - Descriptive Guides - Non-Classroom |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Evidence Based Practice, English Learners, Personal Autonomy, Language Proficiency, Decision Making, Peer Relationship, Educational Practices, Educational Opportunities, Futures (of Society), Content Area Reading, Content Area Writing, Elementary School Students, Middle School Students, Instructional Effectiveness, Second Language Learning, Second Language Instruction, Prior Learning, Native Language, Teaching Methods, Vocabulary Development, Literacy Education, Academic Language, Language Usage, Language Processing |
| Abstract: | As with all learners, English learners (ELs) require more than basic reading and writing skills to successfully engage with rigorous academic content, progress through school, and be fully prepared for postsecondary education and careers. ELs must be able to access grade-level content while simultaneously developing proficiency and autonomy in using academic English. ELs must also acquire the advanced literacy skills to engage with complex content and express their ideas in ways that meet the language-use expectations of each content area. Individuals at all levels of the education system can help students develop these skills by making intentional and evidence-based instructional decisions. To support educators in this endeavor, this brief presents and elaborates upon five evidence-based instructional practices: (1) Provide ELs with opportunities to build content knowledge and language competence in tandem; (2) Leverage ELs' home language, prior knowledge, and cultural assets; (3) Engage ELs in productive interactions with peers; (4) Provide direct and explicit instruction focusing on key aspects of literacy; and (5) Incorporate regular opportunities to develop written language skills. These practices were drawn from practices identified as "promising and effective" in Promoting the Educational Success of Children and Youth Learning English: Promising Futures, as well as from practices recommended by the What Works Clearinghouse Institute of Education Sciences (IES) Practices Guides, Effective Literacy and English Language Instruction for English Learners in the Elementary Grades and Teaching Academic Content and Literacy to English Learners in Elementary and Middle. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED673404 |
| Database: | ERIC |
| Abstract: | As with all learners, English learners (ELs) require more than basic reading and writing skills to successfully engage with rigorous academic content, progress through school, and be fully prepared for postsecondary education and careers. ELs must be able to access grade-level content while simultaneously developing proficiency and autonomy in using academic English. ELs must also acquire the advanced literacy skills to engage with complex content and express their ideas in ways that meet the language-use expectations of each content area. Individuals at all levels of the education system can help students develop these skills by making intentional and evidence-based instructional decisions. To support educators in this endeavor, this brief presents and elaborates upon five evidence-based instructional practices: (1) Provide ELs with opportunities to build content knowledge and language competence in tandem; (2) Leverage ELs' home language, prior knowledge, and cultural assets; (3) Engage ELs in productive interactions with peers; (4) Provide direct and explicit instruction focusing on key aspects of literacy; and (5) Incorporate regular opportunities to develop written language skills. These practices were drawn from practices identified as "promising and effective" in Promoting the Educational Success of Children and Youth Learning English: Promising Futures, as well as from practices recommended by the What Works Clearinghouse Institute of Education Sciences (IES) Practices Guides, Effective Literacy and English Language Instruction for English Learners in the Elementary Grades and Teaching Academic Content and Literacy to English Learners in Elementary and Middle. |
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