Promoting Academic Achievement among English

The growing numbers of English language learners (ELLs) in our schools pose increasing challenges and opportunities for U.S. educators and policy makers. A generation or two ago, the achievement of children who came to school knowing little or no English was not a prominentÂ national issue. Today it is. This comprehensive resource explores the research on promoting academic success among ELLs. It provides educators with a firm basis for making decisions related to adopting or developing effective policies and programs for ELLs. Promoting Academic Achievement Among English Learners provides illustrative scenarios throughout to accompany research-based discussions about: What we know about using ELLs' home language in their academic program and findings about bilingual education ELLs learning to speak English and simultaneously learning academic content, a vital aspect of their educational agenda School- and district-level factors that affect ELLs' achievement Sociocultural factors, including the influence of parents and families A broad framework for improving the academic achievement of students who come to school not speaking English well or not speaking English at all

List of Tables and Figures	p. vii
Acknowledgments	p. viii
About the Authors	p. ix
Why This Book?	p. 1
A New Focus on English Learners	p. 3
This Book's Goal	p. 5
What About Bilingual Education?	p. 10
ELLs in the United States: Populations and Programs	p. 11
A Word About Research and Statistics	p. 16
The Book's Plan	p. 20
References	p. 21
The Role of the Home Language	p. 23
Common Sense Does Not Necessarily Lead to Truth	p. 24
Differences Between the NLP and CREDE Reports	p. 29
How to Explain Effects of L1 Instruction on L2 Achievement?	p. 31
Still Many Unknowns	p. 33
Is There a Place for L1 in English Immersion Programs?	p. 34
Recommendations	p. 36
References	p. 37
Literacy Instruction in a Second Language	p. 39
English Learners Developing Literacy: Key Components	p. 41
English Learners Developing Literacy: "Complex Approaches"	p. 48
What Instructional Modifications Are Needed for English Learners Learning to Read?	p. 50
Recommendations	p. 56
References	p. 57
Promoting English Oral Language Development	p. 59
A Surprising Lack of Research	p. 61
Academic and Conversational English Have Different Characteristics	p. 61
Approaches to Promoting English Language Development	p. 63
How Long Does It Take English Learners to Become Fluent in English?	p. 68
A Need to Focus on Academic English Proficiency	p. 71
How Should English Learners Be Grouped for ELD Instruction?	p. 72
Interactions With English Speakers	p. 74
Should ELD Be Taught Separately or Integrated With Other Academic Instruction?	p. 76
Recommendations	p. 78
References	p. 79
Academic Instruction in a Second Language	p. 81
Key Concepts	p. 83
What Do We Know About Effective Content Area Academic Instruction for ELLs?	p. 89
Techniques for Teaching Academic Content to ELLs	p. 90
The Development of Academic Language	p. 91
Science Instruction for ELLs	p. 96
Recommendations	p. 97
References	p. 98
School and District Role: Focus and Coherence	p. 101
Getting From Here to There	p. 103
Explicit Academic Goals	p. 104
Ongoing Student Assessment	p. 105
Leadership	p. 106
Professional Development	p. 108
Other School and District Factors	p. 111
Linking School and District Policies With Classroom Practice	p. 112
Recommendations	p. 113
References	p. 114
Social, Cultural, and Family Influences	p. 117
Culture and Achievement Among ELLs	p. 118
Evidence on Culturally Compatible Instruction for ELLs Is Mixed	p. 120
Using Material With Familiar Content	p. 123
Does Familiar Necessarily Mean Culturally Familiar?	p. 126
Parents and Families	p. 129
Recommendations	p. 132
References	p. 133
The Research Goes to School	p. 135
English Language Instruction Scenarios	p. 136
Primary-Language Instruction Scenarios	p. 157
Conclusion: What's Next?	p. 167
Teachers, Specialists, and Coaches	p. 168
Administrators and Policy Makers	p. 170
Conducting Thoughts	p. 171
References	p. 172
Glossary	p. 173
Index	p. 177
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Promoting Academic Achievement among English Learners : A Guide to the Research

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