Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Serving Adolescent Newcomers
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/ELL2-Newcomers.pdf
Abstract
The second in a three-part series by the Center on Instruction, this document targets a specific English language learner (ELL) subpopulation: adolescent newcomers. In addition to the challenges teachers have in teaching ELL students, such as selecting effective programs and practices to support ELL students in classroom instruction and in targeted interventions, these teachers and students face additional issues because of the central role academic language proficiency plays in the acquisition and assessment of content-area knowledge. Adolescent newcomers have not had much time to both develop academic language skills and master grade-level content in preparation for high-stakes assessments.
This document provides evidence-based recommendations for policymakers, administrators, and teachers in middle and high schools to provide effective instruction and interventions for adolescent newcomer ELLs. After defining ELLs, adolescent newcomers, and academic language, the document provides six recommendations for elements of effective instruction for adolescent newcomers, and five recommendations for organizational elements of effective newcomer programs.
The two other reports in this series are:
- Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Instruction and Academic Interventions
- 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
Handbook of Research on Literacy and Diversity
"Powerful. The editors have brought together brilliant researchers who make a tremendous contribution to building knowledge about instruction that capitalizes on students' social and cultural contexts. Perhaps most important, they point the way toward taking action that is evidence based and holds potential for making a difference in the literacy lives of our students."
— Victoria J. Risko, EdD, Department of Teaching and Learning, Vanderbilt University
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