Lessons Learned About the Literacy Instruction of English Language Learners From Several Research Studies
This presentation reports on positive and negative features of literacy instruction for English language learners in elementary and middle schools, based on several lines of research.
One investigated the reading development and instruction of Spanish-speaking first and second graders enrolled in a transitional program of instruction. A second line of research focused on the writing development and instruction of Mandarin-speaking and Spanish-speaking English-language learners in grades 4 to 6. Finally, mixed methods were used to compare the effectiveness of cognitive strategy instruction and responsive engagement instruction in terms of teacher implementation and second and fourth graders’ bilingual and monolingual reading comprehension.
Several key themes emerged from the research studies:
Content-based ESL instruction was effective in terms of students’ development of academic literacy. However, students still needed additional reading and writing instruction in English.
Teachers in the content-based ESL classrooms often sheltered their instruction by using gestures, visual aids, or physical activity. They did not, however, shelter students’ seatwork assignments—with the result that students often did not know what to do.
When teachers allowed the students to discuss texts or write in their native languages, the students became more engaged in English literacy instruction.
When teachers understood the importance of sheltering students’ English literacy instruction and using the native language to scaffold that instruction, student participation improved.
Georgia Earnest García is a professor at the University of Illinois at Urbana–Champaign, USA. (more about the presenter)
This 52-minute presentation is available in the formats described below, by purchase or subscription. (Samples demonstrate the formats, but are not necessarily taken from this presentation.)
Video-only files require Windows Media Player to view. Slides require PowerPoint or compatible presentation software. Combined video-slide format (downloadable or streaming) requires Windows NT 4.0 or later, Windows 98 or later, or Macintosh OS X; Windows Media Player; and a current version of Netscape or Internet Explorer.
Note that file sizes are large. A high-speed Internet connection is recommended.
Video only, small resolution (18 MB)
Format sample
Video only, larger resolution (37 MB)
Format sample
Slides only
Download now
Combined video-slide presentation for download (38 MB, zip file)
Format sample
Combined video-slide presentation, streamed
See following notes on access
Access IRA subscribers can download or view the presentation at any time during their membership year, simply by logging in.
Others can purchase the presentation on a pay-per-view basis, at a cost of US$8.95 ($7.95 for IRA members). Purchase price includes access to any or all of the formats described above.
IMPORTANT NOTE: Pay-per-view purchasers can view the streaming video-slide format only during their 24-hour access window, but are able to download and save the Windows Media and zip formats for subsequent viewing.
Access IRA subscribers: Log in to view or download
Suggested citation: García, G.E. (2005, April 30). Lessons learned about the literacy instruction of English language learners from several research studies. Paper presented at the International Reading Association Reading Research 2005 conference, San Antonio, Texas.
Journals
Books, Brochures, Videos