This document provides information on teaching English Language Learners and summarizes some key research findings. It notes that ELL students score significantly below non-ELL peers on standardized tests and that the population of ELL students is growing. Research shows that teaching students to read in their native language promotes higher levels of English reading ability. The document also outlines English proficiency levels from beginning to advanced and describes effective instructional practices at each level, such as providing basic vocabulary supported by visuals for beginning levels and exposing advanced levels to more complex texts.

1. Research-Based Informationto keep in mind while teaching English Language Learners Bibliography: American Educator, Summer 2008, Teaching English Language Learners. Susana Dutro/2008, A Focused Approach to Systematic ELD.

2. Achievement Gap for ELLs 2007 National Assessment of Educational Progress, Fourth Grade ELLs: * scored 36 points below non-ELLs in reading. * scored 25 points below non-ELLs in math. Eighth grade scores: 42 points below in reading 37 points below in math

3. Statistics 1990 – 1 in 20 students 2008 – 1 in 9 students 2028 – demographers project 1 in 4 students 80% of ELLs are Spanish speakers *24% are from families below poverty level before immigrating. *Less than 40% of the adult immigrants have a high school education. *87.5% of ELL population were born in the US. Language and socioeconomic factors put ELLs at risk of poor educational outcomes.

4. CREDE ReviewA report on researched findings about educating English language learners: *Teaching students to read in their L1 promotes higher levels of reading in English. *What we know about good instruction and curriculum in general holds true for ELLs as well; but *When instructing ELLs in English, teachers must modify instruction, taking into account students ‘ language limitations.

5. Overview of English Proficiency Levels Beginning: Student uses gestures, learns high-frequency words and basic phrases. Effective Instructional Practices: *Exposure to abundant basic vocabulary supported with visuals and realia. *Making explicit connections to known vocabulary/concepts in L1 if possible. *Model simple sentence patterns. *Provide many repetitions.

6. Early intermediate: Student learns to use routine expressions independently, responds orally/writing using simple sentences when provided scaffold. Effective Instructional Practices: *Give extensive practice in variety of ways to communicate thoughts. *Provide instructional feedback. *Repetitive and patterned text extends grammatical forms practice. *Begin building standard content vocabulary around standard content themes.

7. Intermediate: Student learns to use a variety of verb tenses and grammatical structures, express ideas, describe events, give information orally/writing, comprehend basic content learning. (All using scaffolds) Suggested Teaching Strategies: *Focus on array of academic purposes. *Explore word relationships: word sorts/graphic organizers. *Increasingly precise vocabulary using frames, stems … Exposure to varied and extended texts with scaffolds. *Build English content vocabulary within thematic content.

8. Early Advanced: Student initiates and sustains spontaneous language interactions Is able to comprehend increasingly complex oral and written material. Uses academic vocabulary to represent thoughts. Effective Instructional Practices: *Consistent exposure to complex narrative and expository text, focused on comprehension. *Develop academic vocabulary and complex tenses. *Address persistent problem areas in grammar. *Discuss and use metaphoric and figurative language. ,

9. Advanced: The student comprehends general and implied meanings. Writes for social and academic purposes, although expression is sometimes stilted. Have mastered language conventions for formal and informal use. Effective Instructional Practices: *Repeated opportunities to express thinking about abstract concepts. *Authentic practice opportunities to develop fluency and automaticity in communication. *Direct instruction of finer, more subtle points of usage.

10. Addressing the needs of ELLs through Research- Based Strategies will: Help to close the wide learning gap between Ells and English speaking students. Benefit L1 and L2 students through best Instructional practices. Reduce the costs of large scale under- achievement in the future of US society. If any of these arguments appeals to you, then Advocate for research-based, ESOL instruction.