The number of English language learners (ELLs) has grown exponentially in our region, and fostering their academic success has never been more urgent. Yet a contentious, politically-charged debate over program models perennially displaces some important questions:
- Which kinds of language-minority students, instructional methods, and program models are we talking about? Are we using the same terms to refer to the same things?
- What instructional practices and programs work best for which students? When are they appropriately used? What's needed to successfully implement them? What are the advantages and risks of different approaches?
- What do the most rigorous and reliable research reviews tell us about English language acquisition? About the role of students' native language in teaching reading, learning academic English, and succeeding academically?
- What are some pervasive misconceptions that continually cloud the discussion?
The following sections synthesize information from several authoritative sources in order to begin answering these questions in ways that can foster better educational practice and accountability for the success of ELLs.
Section 1: Definitions and Terms
Reliable definitions of terms commonly used to refer to language-minority children, and to the instructional methods and educational programs used to teach them English and academic subjects.
Section 2: Inventory of Bilingual and Immersion Educational Models
A quick chart summarizing the goals, target and classroom populations, and typical instructional language choice for five bilingual and five immersion education program models.
Section 3: Types of Instructional Program Models
A more detailed review of the ten program models highlighted in Section 2. Focuses on goals and characteristics, appropriate use, and elements of successful implementation for each model.
Section 4: Program Model Advantages and Concerns
A review of some of the particular advantages and concerns associated with each of the ten program models described in Sections 2 and 3.
Section 5: English language Acquisition and Academic Success: What Do We Know?
A summary of findings from three authoritative, technically rigorous reviews of the research to date.
Section 6: Teaching Reading to English Language Learners
Findings and recommendations about teaching English reading to language-minority children, drawn from a comprehensive review of the research on normal reading development and instruction and on preventing reading difficulties in young children.
Section 7: Misconceptions That Cloud the Discussion
Eight common misconceptions that even more sophisticated practitioners may have about English language learners, and the instructional practices and program models used to help them learn.
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