Effective Language and Reading Interventions for English Language Learners

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Assessment

 Assessment of language and achievement results drive: classification and identification of ELLs; and educational placements and support services  Potential downsides based on assessments decisions: Language minority learners may be misclassified as initially fluent English proficient (I-FEP) upon school entry, but he/she may lack the academic English needed for success in mainstream classrooms Entry/exit criteria for ELL support focuses on reading, writing, listening, and speaking skills; not in academic skills or language related to content areas The role of assessment in ELLs’ education

Towards effective identification of ELLs with language and/or learning disabilities  Sources of academic challenges in ELLs: Deficiencies in daily learning environment  Lack of high quality instruction Lack of differentiated instruction  Instruction not addressing ELL needs Presence of disability  Disability issues not addressed (Wilkinson, Ortiz, Robertson, & Kushner, 2006)  Decisions about support and programming must be based on data consistent across multiple sources of information LEP tests are used for purposes beyond intended

Early identification of ELLs at-risk for reading difficulties  Many ELLs overlooked for early reading intervention due to their LEP  Measures of phonological processing ability are more strongly related to word reading ability than measures of oral language proficiency  ELLs in the primary grades struggling with early reading skills may benefit more from interventions for reading than from ESL  Early literacy screening batteries focus on print awareness, phonological awareness, and letter-word identification  Often lack a measure of vocabulary or oral language proficiency  Learners with low vocabulary knowledge must receive explicit instruction, especially in academic vocabulary

Language skills in ELLs  Language is a matter of concern when we discuss instruction and intervention for ELLs due to its relationship to reading  Research leads to two conclusions regarding language skills in bilingual and monolingual children Both groups have similar language skills Language skills in bilingual children are distributed across both languages (Goldstein, 2006)

Language disability in ELLs  Disabilities in ELLs: High incidence categories Learning disabilities with reading difficulties (56%) Speech/language impairment (24%) Mental retardation (8%) Emotional disturbance (2%) (U.S. Department of Education, 2003)  Acquiring a second or third language does not cause or exacerbate a language disorder; however, it makes the identification process more complicated Poor understanding of language acquisition and language disorders in ELLs

Language disability in ELLs  Themes in research that have clinical implications Complete comprehensive assessment in both languages Consider the interaction between sociolinguistic variables and child’s language skills Consider providing intervention in both languages (Goldstein, 2006)

The role of native language assessment  Is the child struggling with the same reading-related skill in English and in the native language?  A comprehensive assessment in both languages provides a complete picture of abilities on each language  The majority of ELLs in U.S. classrooms today do not receive native language instruction or support assessment should depend on the child’s instructional opportunities

ProfessionalDevelopment

Professional Development  ELLs likely to miss appropriate instruction due to teachers’ lack of understanding of their unique needs 12.5% of teachers who taught ELLs had received 8 or more hours of professional development (NCES, 2007) Fewer than 15 Special Education teacher programs include courses in bilingual special education

High Quality Teacher Preparation  Programs must provide theoretical knowledge and pedagogical methods on: Diversity within the ELL population Direct instruction and modeling strategies How to connect reading opportunities to daily living activities How to increase opportunities for reading, writing, and speaking across content areas Effective use of visuals and manipulatives Ways to encourage language use How to provide feedback and scaffolding How to use research-based effective instructional strategies How to guide students to make connections between native language and English How to administer and interpret the results of classroom-based assessment to inform instruction

Building Capacity to Effectively Teach ELLs  Projects Title III – National Professional Development Project  To improve classroom instruction and assist personnel to achieve standards for certification and licensure Expediting Comprehension for English Language Learners (ExC-ELL) project  Professional development model for middle and high school teachers of English, Science, Math, and Social Studies  Integrates subject matter content, language, reading, and writing skills through the use of direct, explicit instruction

References  Goldstein, B. A. (2006). Clinical implications of research on language development and disorders in bilingual children. Top Language Disorders, 26(4), pp  National Center for Education Statistics (2007). National Assessment of Educational Progress/Nation’s Report Card. Washington, D.C.: Institute of Education Sciences, U.S. Department of Education. Retrieved 1/25/2008 from  U.S. Department of Education (2003). National symposium on learning disabilities in English language learners. Symposium Summary. Washington, DC.  Wilkinson, C., Ortiz, A., Robertson, P., and Kushner, M. (2006). English Language Learners With Reading-Related LD: Linking Data From Multiple Sources to Make Eligibility Determinations. Journal of Learning Disabilities. 39(2),