Best Practices in ELL Instruction (Solving Problems in the by Guofang Li PhD, Patricia A. Edwards PhD, Lee Gunderson

By Guofang Li PhD, Patricia A. Edwards PhD, Lee Gunderson

In this crucial paintings, favourite experts assessment the newest learn on all elements of ELL guide (K–12) and determine what works for trendy scholars and faculties. supplied are best-practice guidance for concentrating on analyzing, writing, oral language, vocabulary, content-domain literacies, and different center ability parts; assessing culturally and linguistically diversified scholars; and development powerful school–home–community partnerships. Chapters comprise uncomplicated techniques for educating adolescent ELLs and people with studying disabilities. the great scope, particular linkages from study to perform, and counsel for changing into a culturally proficient, reflective practitioner make the e-book an amazing path text.

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In contrast, children in the letter/rhyme-focused group learned more letter names and how to write letters. Studies of vocabulary instruction for ELLs also show that students are more likely to learn words when they are directly taught. Just as with English speakers, ELLs learn more words when the words are embedded in meaningful contexts and students are provided ample opportunities for their repetition and use, in contrast to looking up dictionary definitions or presenting words in single sentences.

They illustrate how these principles can be applied by highlighting an ongoing professional development program that they implemented in a local school district, in which teams of content teachers and ESL specialists conduct action research projects to address their own professional development needs. Li and Protacio conclude by calling for new ways to help teachers implement their professional learning in their classrooms and change in both preservice teacher education programs and inservice teacher professional development programs to transform an underprepared teaching force and close the achievement gaps between ELLs and their peers.

Since academic learning—with which schools and teachers must be most concerned—is most efficient and productive in the language one knows best, the clear conclusion from this research is that teaching academic skills (keeping in mind that research is strongest with respect to teaching reading) in the learner’s stronger language is the most efficient approach to take. The effects of primary language instruction are modest—but they are real. Researchers gauge the effect of a program or an instructional practice in terms of an effect size that tells us how much improvement can be expected from using the program or practice.

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