Instruction forEnglish Language Learners

By

Dr. Jana EchevarriaProfessor, Educational Psychology

California State University, Long Beach

Instruction for English Language LearnersAcross the United States, the number of English learners in our schools has risen dramatically, representing the fastest-growing segment of the student population (National Clearinghouse for English Language Acquisition, 2005). Given these trends, our challenge as educators is to provide English learners with the type of instruction that will lead them to become educated, productive citizens.

Many students today struggle to meet high academic standards, but ELLs have the added complexity of having to learn and use high-level academic English as they study challenging content in a new language. Effective teachers of English learners take into consideration the unique second-language-acquisition needs of these students and deliver lessons that are appropriate for them. In order to tailor instruction appropriately, however, teachers need to recognize that not all English language learners have the same background, language, or educational profi le.

Diversity Among English Language LearnersEnglish language learners are considered diverse because they represent different cultures; however, even among English language learners, there is much diversity. Some have limited educational experiences, while others read and write at grade level in their own language. Many ELLs come from middle-class families with high levels of literacy; others live in poverty

without books in their homes. Another way ELLs differ from one another is in their level of fi rst-language development. Conversational fl uency develops inside and outside of the classroom and can be attained in one to three years (Thomas & Collier, 2002). However, the language that is critical for educational success—academic language (Cummins, 2000)—is more complex and is developed more slowly and systematically in academic settings. Many ELLs have solid conversational skills in English but lack profi ciency in academic English.

English language learners require instruction that focuses on developing academic English and is differentiated to meet their academic

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and linguistic needs. While ELLs can and should be expected to participate in grade-level, standards-based instruction, they must also have the concepts, skills, and information presented in a way that is consistent with their level of academic background and English profi ciency level. Particularly in their fi rst years of schooling, ELLs can’t be expected to perform like native English speakers. The same content can be taught, ensuring that students are making appropriate academic progress, but the presentation of the concepts and skills, the complexity of the language in the reading passage, the type of tasks expected to be completed, and the diffi culty of the assignments will vary.

Best PracticesBest practices for English learners involve a number of strategies and techniques that make content comprehensible and provide opportunities for practice using academic English (Echevarria, Vogt, & Short, 2008; Echevarria & Graves, 2007). These strategies include the following:Using supplementary materials to make the lesson clear and meaningful These materials include graphs, leveled readers, Web sites, models, vocabulary cards, and visuals. Supplementary materials bring content information to life through their application and extension of the written word. These materials also provide opportunities for practicing academic English.Opportunities for interaction English language learners benefi t from opportunities to discuss, debate, and explain concepts, ideas, and information using academic English. Oral language development has a direct impact on reading (August & Shanahan, 2006) so lessons should include time for interaction. Whole-group instruction may be best suited for introducing a lesson or unit, for teaching a specifi c skill, and for modeling. Working in pairs allows students to interact by using academic English in a nonthreatening situation. Small

groups may be used to practice and reinforce skills and concepts at the students’ level of profi ciency. Another purpose for interaction is to encourage students to use elaborated responses about the lesson’s concepts, moving beyond yes/no and single-word comments (Goldenberg, 1992–93).Explicitly linking content concepts to students’ background experiences Students come to school with a wealth of experiences, sometimes culturally specifi c experiences. These funds of knowledge provide teachers with opportunities to make important links between the topic and students’ own experiences (Moll, Amanti, Neff & Gonzalez, 1992).Using a variety of techniques to make the content concepts clear These techniques include modeling, speaking at a rate commensurate with students’ English

profi ciency, using visuals, and using gestures–anything that supports and assists students’ understanding of the lesson’s language and concepts.For English language learners, a “one size fi ts all” approach will not offer the learning opportunities they need to make adequate academic progress and meet high academic standards. These students face the demands of learning both content and English simultaneously. Linguistically appropriate, high-quality instruction for English language learners must be a priority in our schools.

BiographyJana Echevarria is a Professor of Education at California State University, Long Beach. Her professional experience includes elementary and secondary teaching in general education, special education, English as a Second Language, and bilingual programs. She has lived in Taiwan and Mexico where she taught ESL and second language acquisition courses at the university level, as well as in Spain where she conducted research on instructional programs for immigrant students. Her UCLA doctorate earned her an award from the National Association for Bilingual Education’s for Outstanding Dissertations

“...our challenge as educators is to provide

English learners with the type of instruction that

will lead them to become educated, productive

citizens.”

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Competition. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. She is an internationally known expert on English learners and is a Fulbright Specialist. She has written numerous journal articles and book chapters, has written and produced several videotapes and has co-authored eight books, including Sheltered Content Instruction: Teaching Students with Diverse Abilities, and Making Content Comprehensible for English Language Learners: The SIOP Model. The SIOP Model of instruction is currently used in all 50 states and numerous countries. Currently, she is Co-Principal Investigator with the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) funded by the U.S. Department of Education, Institute of Education Sciences (IES). In 2005, Dr. Echevarria was selected as Outstanding Professor at CSULB.

ReferencesAugust, D. and T. Shanahan, (eds.), Developing

Literacy in Second-Language Learners: A Report of the National Literacy Panel on Language-Minority Children and Youth, Lawrence Erlbaum Associates, Mahway, New Jersey, 2006.

Cummins, J., Language, Power and Pedagogy: Bilingual Children in the Crossfi re, Multilingual Matters, Clevedon, 2000.

Echevarria, J. and A. Graves, Sheltered Content Instruction: Teaching Students with Diverse Abilities, 3rd ed., Allyn & Bacon, Boston, 2007.

Echevarria, J., M. E. Vogt, and D. Short, Making Content Comprehensible for English Learners: The SIOP Model, 3rd ed., Pearson Allyn and Bacon, Boston, 2008.

Goldenberg, C., “Instructional Conversations: Promoting Comprehension Through Discussion,” The Reading Teacher, 46, 1992-93, pp. 316-326.

Moll, L., C. Amanti, D. Neff, and N. Gonzalez, “Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms,” Theory Into Practice, 31 (2), 1992, p. 141.

National Clearinghouse for English Language Acquisition, The growing numbers of limited English profi cient students: 1992/93–2002/03, 2005, <http://www.ncela.gwu.edu/policy/states/reports/statedata/2002LEP/Growing_LEP0203.pdf> (January 14, 2005).

Thomas, W. and V. Collier, “A National Study of School Effectiveness for Language Minority Students’ Long-Term Academic Achievement,” Final report, Center for Research on Education, Diversity & Excellence, Santa Cruz and Washington, DC, 2002.

Publications by Jana EchevarriaEchevarria, J., M. E. Vogt, and D. Short, Making

Content Comprehensible for Middle/Secondary English Learners: The SIOP® Model, Allyn & Bacon, Boston, 2009.

Echevarria, J., M. E. Vogt, and D. Short, Making Content Comprehensible for Elementary English Learners: The SIOP® Model, Allyn & Bacon, Boston, 2009.

Echevarria, J., M. E. Vogt, and D. Short, Making Content Comprehensible for English Language Learners: The SIOP® Model, 3rd ed. Allyn & Bacon, Boston, 2008.

Vogt, M. and J. Echevarria, 99 Ideas and Activities for Teaching English Learners with the SIOP® Model, Allyn & Bacon, Boston, 2008.

Echevarria, J., D. Short, and M. Vogt, Implementing the SIOP® Model Through Effective Professional Development and Coaching, Allyn & Bacon, Boston, 2008.

Short, D., J. Echevarria, and M. Vogt, The SIOP® Model for Administrators, Allyn & Bacon, Boston, 2008.

Echevarria, J., D. Short, and K. Powers, “Making Content Comprehensible for Non-Native Speakers of English: The SIOP® Model.” The International Journal of Learning, Volume 14, Issue 11, 2008, pp. 41-50, Article: Print (Spiral Bound), Article: Electronic (PDF File; 639.531KB).

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Echevarria, J. and C. Goldenburg, Center for Research on Education, Diversity, and Excellence, Research Brief #4, 1999.

Echevarria, J. and D. Short, The Sheltered Instruction Observation Protocol: A Tool for Teacher-Researcher Collaboration and Professional Development, ERIC Digest EDO-FL-99, 1999.

Short, D. and J. Echevarria, The Sheltered Instruction Observation Protocol: A Tool for Teacher-Researcher Collaboration and Professional Development, Educational Practice Report, Center for Research on Education, Diversity & Excellence, Santa Cruz, California and Washington, DC, 1999.

Echevarria, J. (ed.), Teaching Language Minority Students in Elementary Schools, Center for Research on Education, Diversity, and Excellence, Research Brief #1, 1998.

Echevarria, J., “Preparing Text and Classroom Materials for English Language Learners: Curriculum Adaptations in Secondary School Settings,” in R. Gersten & R. Jimenez (eds.), Promoting Learning for Culturally and Linguistically Diverse Students, Wadsworth Publishing Company, New York, 1998.

Echevarria, J., “The Effects of Instructional Conversations on the Language and Concept Development of Latino Students with Learning Disabilities,” Bilingual Research Journal, 20 (2), 1996, pp. 339-363.

Echevarria, J., “Interactive Reading Instruction: A Comparison of Proximal and Distal Effects of Instructional Conversations,” Exceptional Children, 61 (6), 1995, pp. 536-552.

Echevarria, J. and R. McDonough, “An Alternative Reading Approach: Instructional Conversations in a Bilingual Special Education Setting,” Learning Disabilities Research and Practice, 10 (2), 1995, pp. 108-119.

Echevarria, J., “Sheltered Instruction for Students with Learning Disabilities Who have Limited English Profi ciency,” Intervention in School and Clinic, 30 (5), 1995, pp. 302-305.

Echevarria, J. and A. Graves, Sheltered Content Instruction: Teaching Students with Diverse Abilities, 3rd ed., Allyn & Bacon, Boston, 2007.

Echevarria, J. and A. Colburn, “Designing Lessons: Inquiry Approach to Science Using the SIOP® Model,” in A. Lathman and D. Crowther (eds.), Science for English Language Learners, National Science Teachers Association Press, Arlington, Virginia, 2006. pp. 95-108.

Echevarria, J., D. Short, and K. Powers, “School Reform and Standards-Based Education: An Instructional Model for English Language Learners, Journal of Educational Research, 99 (4), 2006, pp. 195-210.

Echevarria, J., “Helping English Language Learners Succeed, Principal Leadership, 6 (5), National Association for Secondary School Principles, Reston, Virginia, 2006, pp. 16-21.

Echevarria, J. and A. Graves, “Curriculum Adaptations.” in P. A. Richard-Amato and M. A. Snow (eds.), Academic Success for English Language Learners: Strategies for K-12 Mainstream Teachers, Longman, White Plains, New York, 2005, pp. 224-247.

Short, D. and J. Echevarria, “Promoting Academic Literacy for English Language Learners, Educational Leadership, 62 (4), December 2004/January 2005, pp. 8-13.

Echevarria, J., K. Powers, and J. Elliott, “Promising Practices for Curbing Disproportionate Representation of Minority Students in Special Education, Issues in Teacher Education, 13 (1), 2004, pp. 19-34.

Echevarria, J. and D. Short, “Using Multiple Perspectives in Observations of Diverse Classrooms: The Sheltered Instruction Observation Protocol (SIOP),” in H. Waxman, R. Tharp, & S. Hilberg (eds.), Observational Research in U.S. Classrooms: New Approaches for Understanding Cultural and Linguistic Diversity, Cambridge University Press, Boston, 2004.

Colburn, A. and J. Echevarria, “Meaningful Lessons,” The Science Teacher, 66 (2), 1999, pp. 36-39.

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