Practices for ELLs in Elementary Mainstream Classrooms: Literacy and Math
Alanis, I. (2007). Developing literacy through culturally relevant texts. Social Studies and the Young Learner, 20(1), 29-32.
Recently the author was working with a group of elementary bilingual teachers along a remote section of the Texas/Mexico border. She had been asked to facilitate the development of their social studies curriculum for their new dual-language program. She realized that although these teachers had experience working with culturally and linguistically diverse children, they had little experience using books that related to their children's cultural backgrounds. In order to successfully prepare young students for active citizenry in a democratic society, effective teachers recognize, honor, and incorporate children's voices in all areas of curricula. Given the growing percentage of Latino/a youth in American schools, the author offers three strategies for facilitating the development of Mexican American children's cultural and linguistic identities as they acquire language and literacy: (1) listening to oral storytelling; (2) creating individual historical narratives; and (3) using biographies to develop a broader historical understanding of the Mexican American experience in the United States. In addition, she offers considerations for choosing culturally relevant texts as well as a list of suggested literature for Mexican American children.
Chen, I. C. (2003). Mainstream teachers' practices and accommodations in pre-reading instruction for English language learners(Doctoral dissertation). Retrieved from ProQuest. (Accession No. 3094285)
Schema theory informs us that what we learn and experience influences our comprehension of text. Pre-reading instruction is designed to activate and build on background knowledge and build on this learning and experience before we read a text. Most of the research on schema theory has been done with native speakers in United States public school classrooms. We know little about how mainstream teachers utilize pre-reading instruction and accommodations for English language learners (ELLs). The observational study investigated teachers' practices and accommodations of pre-reading instruction in primary-grade mainstream classrooms with moderate percentages of ELLs. Two primary-grade teachers in a suburb of a city in the mountain states participated in the study. Multiple data sources were gathered, including direct observations, lesson audiotape, interviews, and reading text. Findings from this study revealed that these effective teachers used seven main types of pre-reading instruction, including a variety of pre-reading instruction. Data analysis revealed that these two teachers activated and built upon students' background knowledge prior to reading by primarily making connections between the text and student experiences. The second most frequent pre-reading instructional practice was to help set a purpose for reading. Teachers in this study made several more generic accommodations for their ELLs than specific accommodations. Observed generic accommodations included bringing realia, visual aids, and objects for the reading lesson. Only one incident of a specific L2 language accommodation for ELLs was observed. Teachers in this study acknowledged that vocabulary and comprehension instruction for all learners were important but especially critical for ELLs. They were constantly struggling to help their ELLs catch up. ELLs not only need specific accommodations in English but also must construct content knowledge. These research results provide insight into documenting the specific pre-reading instruction used by practicing teachers, particularly practices relating to activating and building students' background knowledge and setting a purpose for reading. While teachers in this study used effective generic accommodations for ELLs, they made almost no specific ELL language accommodations for ELLs.
Denton, C. A.,Anthony, J. L., Parker, R., & Hasbrouck, J. E.(2004). Effects of two tutoring programs on the English reading development of Spanish-English bilingual students. The Elementary School Journal, 104(4), 289-305.
Spanish-dominant bilingual students in grades 2-5 were tutored 3 times per week for 40 minutes over 10 weeks, using 2 English reading interventions. Tutoring took place from February through April of 1 school year. One, Read Well, combined systematic phonics instruction with practice in decodable text, and the other, a revised version of Read Naturally, consisted of repeated reading, with contextualized vocabulary and comprehension instruction. The progress of tutored students (n = 51) was compared to that of nontutored classmates (n = 42) using subtests of the Woodcock Reading Mastery Tests-Revised. Students who received systematic phonics instruction made significant progress in word identification but not in word attack or passage comprehension. There were no significant effects for students in the repeated reading condition.
Estrada-Reveles, U. (2007). Language learning strategies teachers use to accelerate achievement among fourth-grade elementary school Hispanic English learners in sheltered math classes (Doctoral dissertation).Retrieved from ProQuest. (Accession No. 3290074)
The purposes of this study were to determine which language learning strategies were: (1)used more frequently by fourth-grade sheltered math teachers at selected Los Angeles County elementary schools, and (2)reported as especially helpful to accelerate math achievement among Hispanic English learners. Methodology. Forty-one fourth-grade elementary teachers from twelve Los Angeles County schools participated in this study. Two instruments, a survey and interview protocol, were developed and used in this study. Forty-one teachers received and returned surveys. Twelve teachers were nominated and completed individual interviews. Descriptive statistics were applied to quantitative data to determine which strategies teachers use more frequently. Qualitative methods were applied to determine which strategies were especially helpful in accelerating math achievement among fourth-grade Hispanic English learners. Findings. Eight language learning strategies were taught more frequently: (1)work in groups to solve problems, (2)clarify math materials with peers, (3)order and classify math concepts, (4)use pictures and imagery to understand math, (5)apply new vocabulary words to math problems, (6)check and correct calculations, (7)check to ensure that all steps in math problems are completed, and (8)work toward personal math goals. Three language learning strategies were reported as especially helpful: (1)teaching English learners to work together in groups to solve math problems, (2)teaching Hispanic English learners to use pictures or imagery to represent information in a math problems, and (3)teaching English learners to check their work to determine that they make correct calculations. Conclusions. The findings suggest: (1)teachers who accelerate math achievement among fourth-grade Hispanic English learners successfully integrate selected social, cognitive, metacognitive, and affective language learning strategies that affords their students the opportunity to engage in learning at all levels of Bloom's Taxonomy, and (2)cooperative learning strategies accelerate math achievement among Hispanic English learners because they complement Hispanic cultural norms including interactive group work and peer and teacher support.
Greenwood, C. R. (2001). Class wide peer tutoring learning management system. Remedial & Special Education, 22(1), 34-47.
For the past 18 years, we have engaged in a program of researchdesigned to improve the literacy of poor culturally and linguisticallydiverse students and English language learners (ELL) in urbanelementary schools. Intervention research has addressed theissue of what works best, how it can be applied and sustainedschoolwide, and how computer and information management technologycan improve quality and reduce teachers' work loads. The netproduct of this research is the ClassWide Peer Tutoring LearningManagement System (CWPT-LMS). In this article, we report onuse of the CWPT-LMS in the literacy instruction of elementary-levelELL. Five ELL teachers and 117 students in a multiracial/multiethnicurban elementary school, including students with disabilities,participated in the study. Results indicated that ELL made considerableprogress in mastering the curriculum over periods ranging from15 to 21 weeks of school across teachers, teachers implementedCWPT to high standards of fidelity, students' and teachers'satisfaction with the CWPT program was high, and consultationimproved program implementation and student outcomes of allbut one classroom. Implications of these findings are discussed.
Lovett, M. W., De Palma, M.,Frijters, J., Steinbach, K.,Temple, M.,Benson, N.,Lacerenza, L. (2008). Interventions for Reading Difficulties: A Comparison of Response to Intervention by ELL and EFL Struggling Readers. Journal of Learning Disabilities, 41(4), 333.
This article explores whether struggling readers from different primary language backgrounds differ in response to phonologically based remediation. Following random assignment to one of three reading interventions or to a special education reading control program, reading and reading-related outcomes of 166 struggling readers were assessed before, during, and following 105 intervention hours. Struggling readers met criteria for reading disability, were below average in oral language and verbal skills, and varied in English as a first language (EFL) versus English-language learner (ELL) status. The research-based interventions proved superior to the special education control on both reading outcomes and rate of growth. No differences were revealed for children of EFL or ELL status in intervention outcomes or growth during intervention. Oral language abilities at entry were highly predictive of final outcomes and of reading growth during intervention, with greater language impairment being associated with greater growth.
Nozaki, Y. (2000). Essentializing dilemma and multiculturalist pedagogy: An ethnographic study of Japanese children in a U.S. school. Anthropology & Education Quarterly, 31(3), 355-380.
This article examines some Japanese children's experiences at a U.S. elementary school, as well as their teachers' pedagogical responses. Two discourses of difference-"individual difference" and "social/cultural difference"-were used in the school in somewhat dichotomous ways, and the combination worked against those children who had difficulty adjusting. A third pedagogic discourse of difference needs to be constructed to aid teachers facing essentializing dilemmas.
Peter, J. A. H. (2000). Examining the participation of English-language learners during large group literacy lessons: An ethnographic study of a mainstream classroom(Doctoral Dissertation). Retrieved from ProQuest. (Accession No. 9977306)
Meeting the educational needs of a growing population of school-aged English-language learners (ELLs) is a complex and highly charged political, cultural, social, and educational challenge, and appropriate literacy instruction is at the center of the turmoil. Classroom teachers, although they frequently have little preparation and support, often provide this instruction to ELLs in mainstream classrooms. This ethnographic study analyzed features of large-group literacy lessons that supported or constrained participation by ELLs. In addition, the social structure of the literacy event was examined by analyzing how ELLs participated in large-group lessons. Participants, four ELLs and a native English-speaking teacher in a mainstream, kindergarten classroom, engaged in a variety of literacy activities during large-group lessons. Data included field notes from 71 lessons, informal interviews, and artifacts collected over 1 school year. Results indicate that ELLs do participate in literacy activities when four supportive features are in place. These features include (a)specific opportunities to participate; (b)repetition in either the structure of the activity, content, topic, or materials; (c)diverse options for expression in addition to oral language; and (d)teacher and/or peer demonstrations. In addition, results show that six specific roles were available to all students during literacy lessons, but ELLs typically had access to and appropriated only three of the roles. In lessons that incorporated supportive features, ELLs were more likely to engage in a wider variety of roles. One ELL actively resisted participation for an extended time, and analysis of this case demonstrates the importance of continuing to provide opportunities for the nonparticipant. Findings underscore the significance of incorporating supportive features in large-group literacy lessons for ELLs, and highlight the importance of providing access to a variety of social roles during the literacy event for this group of literacy learners.
Whitin, P., & Whitin, D. J. (2006). Making Connections through Math-Related Book Pairs. Teaching Children Mathematics, 13(4), 196-202.
The article discusses teacher Mirella Rizzo's experience using books to engage her second-grade students in mathematics. Rizzo teaches students in an urban school and has a number of English Language Learners (ELL) in her class. After having a disappointing experience using the book "How Many Snails?" to teach comparison and sets, Rizzo realized that her ELL students were misunderstanding the comparative terms. Using the wordless book "More, Fewer, Less," helped her class understand the relationship between details and sets and verbalize it for themselves. They then were able transition from understanding sets to making their own illustrations depicting sets with various characteristics.
Yoon, B. (2007). Offering or limiting opportunities: Teachers' roles and approaches to English-Language learners' participation in literacy activities. International Reading Association, 61(3), 216-225.
As more and more English-language learners are spending time in mainstream classrooms with native speakers, teachers’ concerns to better support their ELLs’ participation in literacy activities have increased. Inspired by his observation with two English language teachers whose different pedagogical approaches and interactions with students affected the degree of ELLs’ participation, the author carried out this further study to explore teacher’s role and approaches to ELLs’ participation in literacy participation. After examining the two six-grade English-language teachers and four ELLs’ participatory behaviors in their regular classrooms, the authors found that the ELLs' active or passive participation was much influenced by the teachers' approaches to students, but not by the teachers' use of specific methods only. While one teacher’s focus on American culture provided little room for the ELLs' participation in the cultural discourse, the other teachers' approach embracing ELLs' cultural and social needs promoted their participation. Therefore, the author suggests that reading teachers need to be aware of their roles and teaching practices as supports or constraints on ELLs' active participation in the mainstream classroom.
Zuniga-Hill, C.. & Yopp, R. H. (1996). Practices of Elementary School Teachers of Second Language Learners. Teacher Education Quarterly, 23(1), 83-97.
This study examined the practices of exemplary elementary teachers of second-language learners. Observations of and interviews with eight teachers found five common practices (engaging in reflective practice; embedding instruction in a respectful context; using current instructional strategies; activating students' prior knowledge; and maintaining enabling behaviors, language, and attitudes toward students
Silverman, R. D. (2007). Vocabulary development of English-language and English-only learners in kindergarten. Elementary School Journal, 107(4), 365-383.
In this study I investigated the effectiveness of a kindergarten vocabulary intervention, developed based on previous research on characteristics of effective vocabulary intervention through storybook read-aloud, in 5 kindergarten classrooms. Among these classrooms were 3 mainstream, 1 two-way bilingual, and 1 structured immersion classroom. The classrooms served 44 English-only (EO) and 28 English-language-learning (ELL) children. Linear growth analyses investigated children's learning of taught words, as assessed by a researcher-designed vocabulary measure, and their overall growth in vocabulary knowledge, measured by the Test of Language Development Primary:3. Findings showed that ELLs learned target words at the same rate, and grew in general vocabulary at a faster rate, than EOs.
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