Practical Guidelines for the Education of English Language Learners: Research-based Recommendations for Instruction and Academic Interventions
Author: Francis, D., Rivera, M., Lesaux, N., Kieffer, M., Rivera, H.
Publisher: RMC Research Corporation, Center on Instruction
Publication Date: 2006
Full text available online at: http://www.centeroninstruction.org/files/ELL1-Interventions.pdf
Abstract (written by WestEd)
The first in a three-part series by the Center on Instruction, this document addresses the unique challenges of teaching reading and mathematics to English language learners (ELLs), particularly those struggling with developing English proficiency, academic skills, and meeting grade-level standards. The document provides six evidence-based recommendations for policymakers, administrators, and teachers in K-12 for reading and mathematics instruction and academic interventions for ELLs. The recommendations span whole-class instruction to individualized interventions, depending on the instructional goals and students' needs.
After providing an overview defining ELLs and the study's methodology, the report provides a conceptual framework, recommendations, and conclusions for reading instruction. The remainder of the document provides the same for mathematics: a definition of proficiency, the role of language in mathematics proficiency, and conclusions.
The Center on Instruction, created to support literacy specialists in the national Regional Comprehensive Center network, provides support for all educators. The two other reports in this series are:
- Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Serving Adolescent Newcomers
- Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments
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From WestEd.org
Education Policy and Practice: Bridging the Divide
There has long been a troubling divide between education policy and practice — and meaningful school reform efforts have suffered as a consequence. WestEd contributors to this volume, Cynthia Greenleaf and Ruth Schoenbach, join some of the most influential voices in education, including Lisa Delpit, Sonia Nieto, Ray Rist, and Richard Elmore in consideration of how race, culture, power, and language affect actual classroom practice.
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