English Language Learners
Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners
This report explores challenges to improving the literacy of adolescent ELLs who must complete double the work of native English-speaking students and still reach the same performance standards. In response to these challenges, the report presents recommendations for meeting ELLs’ varying literacy needs, taking into account their educational background, native language literacy, and socioeconomic status. Double the Work is informed by expert advice and a review of relevant literature and promising practices. (Alliance for Excellent Education, 2007)
Authors: Deborah J. Short and Shannon Fitzsimmons
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Effective Literacy and English Language Instruction for English Learners in the Elementary Grades
This practice guide formulates evidence-based recommendations for teaching literacy to English Language Leaners (ELLs) in the elementary grades based on the current body of studies for each area. The authors evaluated the effect sizes of interventions to measure their impact on programs and practices. The recommendations involve areas such as curriculum selection, sensible assessments for monitoring progress, and reasonable expectations for student achievement and growth, which would be helpful for curriculum directors at the time they make decisions about policy related to literacy instruction for ELLs in elementary grades. (National Center for Education Evaluation and Regional Assistance, 2007)
Authors: Russell Gersten, Scott K. Baker, Timothy Shanahan, Sylvia Linan-Thompson, Penny Collins, and Robin Scarcella
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Framework for High-Quality English Language Proficiency Standards and Assessments: Brief
This brief is an introduction to a Framework for High-Quality English Language Proficiency Standards and Assessments (Framework). It presents the intended purpose, uses, and organization of the Framework, as well as key background information and assumptions. The expected release of the complete Framework document is Winter 2009, and it will be available on this website. (Assessment and Accountability Comprehensive Center, 2008)
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Guidelines for Ensuring the Technical Quality of Assessments Affecting English Language Learners and Students with Disabilities: Development and Implementation of Regulations
This publication provides research-based information on key issues relevant to the technical quality of assessments for English language learners (ELLs) and students with disabilities (SWDs). These guidelines reflect both syntheses of research and best/promising practices and include recommendations of resources for additional information on the technical quality of assessments for ELLs and SWDs. This is an evolving document, and will be updated periodically to incorporate new information and research. (Assessment and Accountability Comprehensive Center, 2007)
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Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Instruction and Academic Interventions
This book is the first in a series of three Practical Guidelines for the Education of English Language Learners. This document provides evidence-based recommendations for policymakers, administrators, and teachers in K-12 settings who seek to make informed decisions about instruction and academic interventions for ELLs. The domains of focus include reading and mathematics, and the recommendations apply to both a class-wide instructional format and individualized, targeted interventions, depending on the population and the goals of the instruction. (Center on Instruction, 2006)
Authors: David Francis, Mabel Rivera, Nonie Lesaux, Michael Kieffer, and Hector Rivera
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Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Serving Adolescent Newcomers
This book is the second in a series of three Practical Guidelines for the Education of English Language Learners. This document was written primarily for the group of ELLs who are adolescent newcomers to the United States and who have a relatively short period of time in which to simultaneously develop academic language skills and master grade-level content. This document provides evidence-based recommendations for policymakers, administrators, and teachers in middle and high schools who seek to make informed decisions about effectively serving adolescent newcomers. (Center on Instruction, 2006)
Authors: David Francis, Mabel Rivera, Nonie Lesaux, Michael Kieffer, and Hector Rivera
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Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments
This book is the third in a series of three Practical Guidelines for the Education of English Language Learners. NCLB has increased awareness of the academic needs and achievement of ELLs as schools, districts, and states are held accountable for teaching English and content knowledge to ELLs. ELLs present a unique set of challenges to educators because of the central role played by academic language proficiency in the acquisition and assessment of content-area knowledge. This document focuses particularly on research-based recommendations on the use of accommodations to increase the valid participation of ELLs in large-scale assessments. (Center on Instruction, 2006)
Authors: David Francis, Mabel Rivera, Nonie Lesaux, Michael Kieffer, and Hector Rivera
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Preparing to Serve English Language Learner Students: School Districts with Emerging English Language Learner Communities
This Institute of Education Sciences report aims to help school districts deal with the challenges of newly enrolling or rapidly increasing English language learner students by offering background information and sharing the experiences of districts that have addressed similar challenges in providing services and infrastructure to support the success of English language learner students. (Regional Educational Laboratory-Appalachia, 2008)
Main report
Summary and appendix
Promoting ELL Parental Involvement: Challenges in Contested Times
In this policy brief the authors analyze barriers to and successful models of involvement by parents of English language learners to increase their children’s achievement. Recommendations they offer policymakers for effective parent involvement include promoting culturally and linguistically responsive parent programs and sponsoring professional preparation for teachers to work with parents of English language learners. (Education and the Public Interest Center, 2008)
Authors: M. Beatriz Arias and Milagros Morillo-Campbell
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The Technical Adequacy of Assessments for Alternate Student Populations: Guidelines for Consumers and Developers
These guidelines concern assessments for English language learners in particular and special student populations in general. They are intended to help evaluate the technical adequacy (i.e., validity, reliability, and freedom from bias) of assessments used to meet relevant Title I and Title III requirements under No Child Left Behind. (Assessment and Accountability Comprehensive Center, 2006)
Authors: Stanley N. Rabinowitz and Edynn Sato
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