There is little that focuses specifically on K–12 ELD instruction for ELs in US schools. Using existing research to identify effective guidelines for ELD instruction is problematic. We focus on individual studies and research syntheses that point to how educators might provide effective ELD instruction-instruction that focuses specifically on helping English learners develop English language skills and that is delivered in a portion of the school day separate from the academic content that all students need to learn. Many resources, such as theory, ELD standards, practitioner experience, and published programs, might provide such guidance. This article synthesizes research that provides guidelines for ELD instruction. Many of the programs involved in these studies included ELD instruction, but studies sought to measure the effects of the program on academic achievement, primarily reading, rather than estimating the effects of ELD instruction on English language acquisition. Nichols decision affirming that English learners must be guaranteed a "meaningful education," controversy over bilingual versus English-only education has dominated research and policy discussions of ELs. AFT resources for organizing and back to school programsĭespite a growing US literature on educating English learners (ELs) and an upsurge in studies of vocabulary interventions, 1 surprisingly little research examines the effects of instruction on ELs' English language development (ELD).Safe and welcoming public schools for all. ![]() DACA (Deferred Action for Childhood Arrivals). ![]() Standing united to protect immigrant rights. ![]()
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