By Guofang Li PhD, Patricia A. Edwards PhD, Lee Gunderson
In this fundamental paintings, sought after professionals evaluate the most recent study on all facets of ELL guide (K–12) and establish what works for modern day scholars and colleges. supplied are best-practice guidance for concentrating on examining, writing, oral language, vocabulary, content-domain literacies, and different middle ability components; assessing culturally and linguistically different scholars; and development robust school–home–community partnerships. Chapters comprise uncomplicated strategies for instructing adolescent ELLs and people with studying disabilities. the excellent scope, particular linkages from learn to perform, and suggestions for turning into a culturally expert, reflective practitioner make the e-book a terrific path text.
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Extra resources for Best Practices in ELL Instruction (Solving Problems in the Teaching of Literacy)
Additionally, de Jong discusses how program models and principles can work in tandem to create quality schooling for ELLs. In particular, de Jong uses a framework of commitment to educational equity to consider three key principles that can guide school- and classroom-level decision making: (1) affirming identities, (2) additive bilingualism, and (3) integration. Introduction 7 In Chapter 9, Kathryn H. Au and Taffy E. Raphael propose workshop approaches that offer the flexibility ELLs need to engage in higher-level thinking with text in meaningful projects, including the writing process and reading comprehension, while receiving necessary support and extensive instruction to complete each phase of the work.
Gov/nationsreportcard), fourth-grade ELLs scored 35 points below non-ELLs in reading, 24 points below non-ELLs in math, and 32 points below non-ELLs in science. These are very large gaps— on fourth-grade NAEP, 10 points is roughly equivalent to a grade level. Similar gaps have also been found in reading, math, and science among eighth graders. These discrepancies should be no surprise, of course, since ELLs— even if they have been in the United States for a year—are limited in their English proficiency, and the tests cited here are in English.
On the one hand, the CREDE synthesis concluded that more primary language instruction over more years leads to higher levels of ELL achievement in English. On the other hand, the NLP’s meta-analysis of language of instruction did not support any conclusion about optimal number of years of primary language instruction. The reason for the discrepancy lies in the different criteria CREDE and NLP researchers used for including studies in their syntheses: The CREDE report included studies and evaluations of two-way bilingual education.