What Works Best for Elementary-School ELLs?

In this 44-page article in Review of Educational Research, Alan Cheung (The Chinese University of Hong Kong) and Robert Slavin (Johns Hopkins University and The University of York) synthesize recent research on effective elementary reading programs for Spanish-dominant ELLs. They considered not only bilingual and English-immersion programs but also various interventions aimed at improving the reading achievement of English language learners. 

The conclusion: “Quality of instruction is more important than language of instruction.” These are the components and precursors of quality instruction that make the biggest difference: (a) strong schoolwide literacy programs; (b) cooperative learning, which appears to be especially helpful to ELLs because it provides language learners “extensive, daily opportunities to use their developing language skills in meaningful contexts,” building confidence in using school-specific English; (c) small-group and one-on-one tutoring for ELLs having difficulty in reading; and (d) extensive professional development for teachers. “Effective programs provide explicit manuals, videos, and simulations to start teachers off in the right direction and then have experienced coaches visit teachers using new strategies to offer feedback and support,” say Cheung and Slavin. 

“Language of instruction remains an important question,” conclude the authors, “if for no other reason than that building on students’ home language gives them skills in that language sure to be important in their lives. However, when English reading is the goal, different approaches may work equally well, bilingual as well as structured English immersion. We now have many approaches that can be used in either bilingual or English-only settings with evidence of effectiveness from rigorous evaluation.”

“Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades: A Synthesis of Research” by Alan Cheung and Robert Slavin in Review of Educational Research, December 2012 (Vol. 82, #4, p. 351-395), 

http://www.bestevidence.org/word/ell_read_Mar_19_2012.pdf

From the Marshall Memo #463