Fostering Academic Success for English Language Learners: What Do We Know?

Author: Linquanti, R.
Publisher: WestEd
Publication Date: 1999
Publication City: San Francisco
Publication State: CA
Full text available online at: http://www.wested.org/policy/pubs/fostering/

Abstract (written by WestEd)

The number of English language learners (ELLs) has grown exponentially, and fostering their academic success has never been more urgent. Yet a contentious, politically charged debate over program models perennially displaces some important questions:

• Which kinds of language-minority students, instructional methods, and program models are we talking about? Are we using the same terms to refer to the same things?
  
  
• What instructional practices and programs work best for which students? When are they appropriately used? What's needed to successfully implement them? What are the advantages and risks of different approaches?
  
  
• What do the most rigorous and reliable research reviews tell us about English language acquisition or about the role of students' native language in teaching reading, learning academic English, and succeeding academically?
  
  
• What are some pervasive misconceptions that cloud the discussion?

• reliable definitions of terms commonly used in this debate;
  
  
• descriptions of five bilingual and five immersion education program models, including analysis of the advantages and concerns associated with each;
  
  
• a summary of findings from authoritative, technically rigorous research on English language learners, on normal reading development and instruction, and on preventing reading difficulties in young children; and
  
  
• eight common misconceptions that even sophisticated practitioners may have about English language learners and the instructional practices and program models used to help them.