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English Learners
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English Learner students attend schools across the United States and RELs work in partnership with states and districts to 1) conduct original high quality research, 2) provide training, coaching, and technical support, and 3) disseminate high quality research findings about the achievement and trajectory of English Learners. A selected list of resources developed by the REL Program appears below.

Publications

  • English Language Development Among American Indian English Learner Students in New Mexico (REL Southwest, Forthcoming). This study was developed with members of the REL Southwest English Learners Research Partnership in New Mexico to better understand the progress toward English proficiency among American Indian English learner students, who comprise 17 percent of New Mexico's English Learner students. This study will provide longitudinal evidence on progress toward English proficiency and grade-level readiness in English language arts and mathematics in the early grades among a population of American Indian English learner students in New Mexico. The study will examine two statewide cohorts of American Indian students classified as English learner students in kindergarten during the 2013/14 and 2014/15 school years in New Mexico public schools. The study will follow these students longitudinally for four years after the first kindergarten year. REL Southwest researchers will use descriptive statistics to examine students' English language development in the areas of listening, speaking, reading, and writing; grade-level readiness based on the state achievement test; and the percentage of students who were reclassified as fluent English proficient within five years. The findings from this study will help REL Southwest partners identify language domains and grade levels in which American Indian English learner students may benefit from additional support and inform plans and guidelines for multicultural bilingual education programs serving American Indian students.
  • Analysis of Arizona Third Grade Language and Literacy Outcomes by Kindergarten English Learner Student Classifications (REL West, Forthcoming). For this study, REL West will use existing state data to help establish baseline information about literacy and language attainment of non-native English speakers in the early grades, better understand the characteristics of students who might need the most support, and examine the characteristics of schools where these students are enrolled. This study goes beyond previous analyses by examining how language and literacy outcomes of non-native English speakers, including students not identified as English learner students, vary by student and school characteristics.
  • Alaska's American Indian and Alaska Native English learner students (REL Northwest, May 2021). Alaska also has the largest number of English learner students who speak a Native language. This study will provide state and local leaders with information about patterns in American Indian and Alaska Native English learner classification and reclassification, as well as how English learner identification affects students' later outcomes.
  • Immigrant and refugee secondary school student intake policies, processes, and supports resources toolkit (REL Northwest, February 2021). REL Northwest is creating a toolkit of evidence-based policies and procedures for welcoming, orienting, and guiding immigrant and refugee secondary school students who are new to the United States. Specifically, the toolkit will help district and school staff members use data to guide student intake, course placement, and credit decisions; and to implement best practices to support newcomers and their families in the classroom and school community.
  • Progress of Arizona Kindergarteners toward English Proficiency in Grade 3 by English Learner Classification (REL West, August 2020). In this study, REL West examined the English proficiency of a cohort of Arizona kindergarten students from entry in kindergarten through grade 3. The findings will inform identification of and services for English learner students in Arizona public schools. The study followed the kindergarten cohort of 2013/14. In the kindergarten year for that cohort, non-native English speakers were assessed for English language proficiency at entry and reassessed at the end of the year (with a higher threshold for English proficiency), regardless of whether they initially had been identified as English learner students. This wide reassessment was part of a process to review cut scores on the kindergarten English learner placement exam. The report recommends examining the effectiveness of services for helping English learner students reach ELA proficiency, specifically, the types of services provided to students with the lowest English language proficiency levels in kindergarten.
  • Strategies to identify and support English learners with learning disabilities (REL West, February 2020). As the population of students who are English learners (EL students) increases, and the numbers of students with disabilities also are on the rise, educators often struggle with how to assess and address individuals' needs. If an EL student experiences academic difficulties, is the issue one of language acquisition, a learning disability, or some other factor(s)? Educators also may not know where to turn for assistance. As a result, some EL students are under-identified for special education services while others are over-identified. The brief presents a summary of research and practice, based on our 2015 review, with a comparison of 15 guidance manuals for educators and other noteworthy resources for policymakers, administrators, and practitioners.
  • Teacher Certification and Academic Growth among English Learner Students in the Houston Independent School District (REL Southwest, February 2018). This study examined teacher bilingual certification and certification route to gain a deeper understanding of the relationship between these factors and English learner (EL) students' academic growth. The study focused on teachers and grades 4–5 EL students at Houston Independent School District.
  • Initial Spanish Proficiency and English language Development among Spanish-Speaking English Learner Students in New Mexico (REL Southwest, January 2018). The purpose of this study was to understand whether differences in initial kindergarten Spanish proficiency for English learner students were linked to disparities in attaining English proficiency and academic achievement in reading and math by grades 4 and 5.
  • Time to Proficiency for Hispanic English Learner Students in Texas (REL Southwest, November 2017). This study examined the time it took for English learner students in Texas public schools to reach key educational outcomes for the first time, including attaining English proficiency and satisfactory performance on reading and mathematics state assessments. The study also estimated the probability of attaining these outcomes based on several student characteristics (e.g., initial English language proficiency, receipt of special education services, and being overaged at grade 1 entry) and educational experiences (e.g., the type of English learner program: English as a Second Language or bilingual).
  • Are two commonly used early warning indicators accurate predictors of dropout for English learner students? Evidence from six districts in Washington state (REL Northwest, March 2017). Improving retention and graduation rates for English learner (EL) students is a concern throughout the Northwest and particularly for the seven South Seattle and South King County (WA) school districts that participate in the Road Map Project. This study looks at whether early warning indicators used to predict high school dropout in Road Map school districts are accurate predictors for ELs in those districts.
  • Getting It Right: Reference Guides for Registering Students with Non-English Names, 2nd Edition (REL Northwest, March 2017). This set of guides about naming conventions can serve as a reference for accurately and consistently entering students' names in school, district, and state databases as well as address and greet parents and other family members in a culturally responsive and respectful way. The guides are available for students with home languages of Arabic, Chinese, Hindi, Korean, Russian, Somali, Spanish, Tagalog, Ukrainian, Urdu, and Vietnamese.
  • Graduation outcomes of students who entered New York City public schools in grade 5 or 6 as English learner students (REL Northeast and Islands, February 2017) This study followed students initially classified as English learner students in grades 5 and 6 in the 2003/04 school year through their expected years of graduation to estimate on-time graduation rates and for two additional years to estimate five-year and six-year graduation rates.
  • How do Algebra I course repetition rates vary among English learner students by length of time to reclassification as English proficient? (REL West, February 2017). Using data from one high school district in California and five of its seven feeder elementary school districts, the authors found that long-term English learner students who were never reclassified to English proficient have the highest rates of repeating algebra I at 67.5 percent, followed by long-term English learner students reclassified to English proficient after grade 6 at 58.6 percent. Additional resources may need to be directed toward long-term English learner students and those reclassified after grade 6. Such resources can include differentiated support based on student needs before students enroll in the course as well as while they are enrolled in the course.
  • Home Language Survey Data Quality Self-Assessment (REL Northeast & Islands, February 2017) This 15-minute self-assessment is designed for use by state leaders who coordinate programs to support students' English language acquisition and achievement in districts, as well as for district leaders who oversee the English learner student identification process in schools. The tool supports the collection of high-quality home language survey data by gathering information from district English learner student coordinators and prompts self-assessment of key practices that impact the quality of home language survey data.
  • Advanced course enrollment and performance in Washington state: Comparing Spanish-speaking students with other language minority students and English-only speakers (REL Northwest, January 2017). This study examined differences in advanced course enrollment and performance for groups of language minority students and native English speakers in Washington state high schools.
  • High School Graduation Rate of Students across English Learner Student Subgroups in Arizona (REL West, November 2016). This study responds to this call for more focused analyses by examining the variation in four-year high school graduation rates across five English learner status subgroups in Arizona: never English learner students; long-term English learner students; new English learner students; recently proficient former English learner students; and long-term proficient former English learner students. By describing the variation in high school graduation rates across these English learner status subgroups and exploring what explains more or less of the variation, we hope this study can enable education policymakers and educators to more effectively promote the college and career readiness of current and former English learner students through more targeted supports.
  • Advanced Course Enrollment and Performance among for English Learner Students in Washington State (REL Northwest, November 2016). This descriptive study looks at opportunities for English learner (EL) students to take advanced courses (e.g., Advanced Placement and International Baccalaureate) in highly diverse, high-poverty districts in the Seattle (WA) area. It will also measure how many EL students enroll in such courses and how well they perform.
  • English Learner Students' Readiness for Academic Success: The Predictive Potential of English Language Proficiency Assessment Scores in Arizona and Nevada (REL West, October 2016). Members of the English Learner Alliance are concerned about whether English learner students can successfully make the transition from their English Language Development (ELD) support programs to full inclusion in English-only mainstream classes. The EL Alliance members would like to identify those Reclassified Fluent English Proficient (RFEP) student who appear less likely to be academically successful in mainstream English-only classes.
  • Patterns of English Learner Student Reclassification in New York City Public Schools (REL Northeast and Islands, October 2016). Drawing on longitudinal administrative data from 2003 to 2012, this study, conducted for the English Language Learners Alliance at REL Northeast & Islands, will describe how long it took English learner students to become reclassified and the student characteristics associated with longer or shorter times to reclassification.
  • The Achievement Progress of English Learner Students in Nevada (REL West, August 2016). The purpose of this study was to examine the cumulative progress of English learner students in Nevada in English language proficiency (ELP) and in academic content knowledge in both reading and mathematics. This study identified students in grades kindergarten, 3, and 6 who were designated as English learner students in 2006/07 and examined their progress from 2006/07 through 2011/12 on the ELP test, the reading content test, and the math content test as well as student characteristics.
  • The Achievement Progress of English Learner Students in Utah (REL West, August 2016). The purpose of this study was to examine the cumulative progress of English learner students in Utah in English language proficiency (ELP) and in academic content knowledge in both English language arts and mathematics. This study identified students in grades kindergarten, 3, and 6 who were designated as English learner students in 2006/07 and examined their progress from 2006/07 through 2011/12 on the ELP test, the ELA content test, and the math content test, as well as student characteristics.
  • Using Computer-Adaptive Assessments of Literacy to Monitor the Progress of English Learner Students (REL Southeast, June 2016). The purpose of this study was to examine (a) how teachers and school staff individually administer computer-adaptive assessments of literacy to English learner students in grades 3–5, and (b) how they use the assessments to monitor students' growth. Because adaptive assessments maximize precision of information while minimizing time spent gaining it, they are particularly valuable for students whose performance is outside typical grade-level norms such as English learner students.
  • English learner student characteristics and time to reclassification: An example from Washington state (REL Northwest, March 2016). This study examined how long it typically takes English learner students to become proficient in English and how this time differs by student characteristics, such as gender, home language, or initial proficiency in English.
  • Time to Reclassification: How Long Does It Take English Language Learners in the Washington Road Map School Districts To Develop English Proficiency? (REL Northwest, March 2016). This study examined how long it typically takes English learner students to become proficient in English and how this time differs by student characteristics, such as gender, home language, or initial proficiency in English. The authors analyzed state data for 16,957 English learner students who entered kindergarten between 2005/06 and 2011/12 in seven cohorts.
  • The Achievement Progress of English Learner Students in Arizona (REL West, September 2015). To understand the learning trajectories of the growing numbers of English learner students in the West, especially those who struggle to pass state English language arts and math content tests, this study followed three cohorts of English learner students in Arizona over six school years, 2006/07 through 2011/12, to assess their progress in English proficiency and their academic progress in English language arts and math content knowledge.
  • Suspension, Expulsion, and Achievement of English Learner Students in Six Oregon Districts (REL Northwest, August 2015). This study examines data from six Oregon school districts to discern patterns of exclusionary discipline and the association of exclusionary discipline with achievement on state assessments in reading and mathematics for English language learner (ELL) students, who are a large, growing, and challenging population in Oregon schools. The districts will use the results to develop specific plans for making their disciplinary practices both fair and effective.
  • Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse Practice Guide Teaching Academic Content and Literacy to English Learners in Elementary and Middle School (REL Southwest, July 2015). This guide is designed to assist teams of educators in applying the evidence-based strategies presented in the Teaching Academic Content and Literacy to English Learners in Elementary and Middle School educator's practice guide, developed by the What Works Clearinghouse. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share, and apply key ideas and strategies to help K–8 English learners acquire the language and literacy skills needed to succeed academically.
  • Identifying and Supporting English Learner Students with Learning Disabilities: Key Issues in the Literature and State Practice (REL West, July 2015). This report aims to inform policymakers interested in developing procedures, including the use of guidelines and protocols, for identifying, assessing, and placing English learner students who may or may not have learning disabilities. The report describes 1) the key issues discussed in the research literature and 2) current state procedures for the 20 states with the largest English learner populations.
  • The Correlates of Academic Performance for English Language Learners in a New England District (REL Northeast and Islands, August 2014). This study examined student and program characteristics that are related to English proficiency and content area achievement for English language learner students in one urban district in New England. The study found that English learner students with individualized education programs had English proficiency scores significantly lower than the mean for all English learner students in all grades, and that students' English proficiency scores were associated with both math and reading performance in all grades.
  • Effects of Curriculum and Teacher Professional Development on the Language Proficiency of Elementary English Language Learner Students in the Central Region (REL Central, April 2012). This study is a randomized controlled trial examining the impact on student English language proficiency of the On Our Way to English (OWE) curriculum, offered in combination with the Responsive Instruction for Success in English (RISE) teacher professional development. The study found that the combination of OWE and RISE did not have a statistically significant effect on students' acquisition of English, teacher-reported student engagement, instructional practices, or assessment practices.
  • Teaching English Language Learner Students: Professional Standards in Elementary Education in Central Region States (REL Central, February 2012). Teaching English language learner students: professional standards in elementary education in Central Region states examines what Central Region states expect K–8 general education teachers to know and be able to do in order to teach ELL students. The report reviews state documents on professional teaching standards for coverage of six topics that an earlier study on teaching standards found to be important for improving these students' achievement.

Videos

  • Cultivating Students' Home Language: The Role of Spanish Proficiency in Learning English (REL Southwest). This video explores the findings from the 2018 report Initial Spanish Proficiency and English Language Development Among Spanish-Speaking English Learner Students in New Mexico. Practical takeaways for families, teachers, and district and state education leaders, as well as how findings can be used for planning and decisionmaking, are featured.
  • Early Warning Systems for English Learners: A Project of the REL Southwest (REL Southwest). This 5-minute video is the second in a three-part series on early warning systems and their use with English learner students. This video provides an introduction to the REL Southwest Early Warning and Risk Prevention for English Learners project and discusses the importance of including indicators of risk for English learners when designing an early warning system.
  • Early Warning Systems for English Learners: A Team Approach (REL Southwest). This 7-minute video is the third in a three-part series on early warning systems and their use with English learner students. In this video, which highlights the technical assistance that REL Southwest provided to school districts during this project, practitioners reflect on what they learned and how they will apply that knowledge in their own districts.
  • Early Warning Systems for English Learners: An Introduction. (REL Southwest). This video begins with a definition of an Early Warning System (EWS) and overview of how an EWS is used in an educational setting. Three main aspects of an EWS are described. The speakers then address the importance of using an Early Warning System to look not only at individual students, but also groups of students, giving special consideration to the unique needs of English learners in EWS design and implementation.
  • Improving language acquisition among English learners: Four powerful evidenced based activities (REL Northwest) How can teachers help English learners build their language skills while they learn complex grade-level content? This REL Northwest instructional video illustrates four evidence-based practices teachers can incorporate into their classrooms. These practices, which are found in the 2014 Institute of Education Sciences practice guide Teaching Academic Content and Literacy to English Learners in Elementary and Middle School, are demonstrated by a real classroom teacher.
  • Learning English: Diverse Students in American Classrooms (REL Midwest). In partnership with WVIZ/PBS ideastream, Regional Educational Laboratory (REL) Midwest created a 30-minute, documentary-style public television program that presents the research on academic supports for English learners. Stories from the Cleveland Metropolitan School District's Multilingual Multicultural Education Program connect the research evidence to practice by highlighting real students, teachers, and school and district leaders.
  • Professional Learning Communities Facilitator's Guide for the Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (REL Southwest). This series of 23 videos discusses recommended practices for teaching academic content and literacy to English learners in elementary and middle school. In addition, the series shows teachers modeling the recommended practices in real-life classrooms at three grade levels.
  • Scaffolding Structures to Support Academic Conversations for English Learners (REL West). In response to the demands of the Common Core State Standards, English Language Development Standards, and the Next Generation Science Standards, even the youngest students are expected to make meaning of rich complex text. This can be especially challenging for English learner students and diverse learners
  • Study Findings: Correlates of Academic Performance for English Learners in a New England District. (REL Northeast and Islands). Working closely with English Language Learners Alliance, REL Northeast & Islands researchers conducted a study that provides demographic and student achievement information about ELL students in a midsized urban district in the Northeast & Islands Region.
  • Strengthening relationships with students from diverse backgrounds (REL Northwest) At North Salem High School, one of the most diverse high schools in Oregon, teachers and school leaders have made building positive relationships with students a school priority. In this video by REL Northwest, two teachers share successful strategies they have used to connect to students and build authentic relationships.
  • Teaching newcomer English learners: Four powerful vocabulary strategies (REL Northwest) Newcomer English learner students must navigate new social structures, school systems, and cultural dynamics—while learning new content in English. One way schools can support them is by building teacher capacity to increase language development opportunities throughout the school day. This REL Northwest video illustrates four proven ways teachers can help newcomer English learner students develop the academic vocabulary they need to succeed in school and beyond.
  • Time to Proficiency for Hispanic English Learner Students (REL Southwest). This video explores the findings from the 2017 report Time to Proficiency for Hispanic English Learner Students in Texas. A researcher and practitioners provide reflections on the report's findings and implications. In addition, a conclusion provides practical takeaways for teachers and district and state education leaders.
  • Walking in Both Worlds: Native American Students and Language Acquisition (REL Southwest). This mini-documentary highlights how New Mexico researchers and educators are supporting native language acquisition, development, and preservation as well as English language acquisition and development among Native American students.

Archived Webinars

  • Adapting Instruction for English Learner Students During Distance Learning: Perspectives From Practitioners (REL Southwest, May 5, 2020). This webinar focuses on adapting instruction for English learner students in a distance learning environment during the COVID-19 pandemic.
  • English Learner Students Webinar Series (REL West, 2019). This webinar series, presented by REL West and the Leading with Learning program at WestEd, shares practical strategies for teachers to promote literacy and language development for English learners and dual language learners in PreK - 1st grade. They are grounded in evidence-based practices through the Teaching and Learning Cycle framework. The teaching and learning cycle (TLC) is a framework for scaffolding oral language development and emergent academic reading and writing by weaving together content, language, and literacy. This approach uses interactive reading, text-based discussions, and language awareness building to engage all students, including dual language learners (DLLs)/English learners (ELs), and is intended to provide equitable opportunities to learn and thrive.
  • Strategies for Success: Supporting English Learner Student Achievement (RELs Midwest and Southwest, November 2019). In this webinar, Regional Educational Laboratory (REL) Midwest and REL Southwest shared strategies that schools and districts can use to promote academic success among English learner students. A REL Midwest researcher presented an overview of the research design, key findings, and implications from the study Student and school characteristics associated with academic performance and English language proficiency among English learner students in grades 3–8 in the Cleveland Metropolitan School District (CMSD). In addition, practitioners from CMSD and Las Cruces Public Schools in New Mexico shared their reactions to the study and their perspective on strategies that their districts use to support English learner student success. The webinar concluded with a panel discussion and Q&A session among the practitioner presenters.
  • The Growth of English Learners in Rural Areas: Research on Challenges and Promising Practices(REL Central, June 2019). This webinar presents current research on the challenges that rural schools face in meeting the needs of English language (Els) students, including teacher development and family engagement, and promising strategies identified in the research for rural schools to meet the needs of ELs.
  • Promoting Kindergarten Readiness for Dual Language Learners: Evidence-based Language Models and Transition Strategies (REL Northeast and Islands, January 30, 2019). This webinar presented research-based language models for dual language learners in pre-kindergarten (preK), with a particular focus on models that incorporate the use of home languages. The presenters described implementation of the models and considered alignment challenges in the transition from preK to K–3 settings. Participants learned strategies to consider when developing or refining language models for preK and aligning models between preK and K–3 settings.
  • Data-Driven Implementation of Tiered Interventions with English Learners
    • Session 1 (REL Northeast and Islands, February 1, 2018) This webinar is the first in a three-part training series for Connecticut educators on how to effectively implement response to intervention (RTI), or scientific research-based interventions (SRBI), with English learner students. Dr. Sarah Moore and Lindsey Massoud from the Center for Applied Linguistics provide background on RTI and English learners and offer strategies for and examples of implementing Tier 1 supports.
    • Session 2 (REL Northeast and Islands, March 1, 2018) This webinar is the second in a three-part training series for Connecticut educators on how to effectively implement response to intervention (RTI), or scientific research-based interventions (SRBI), with English learner students. Dr. Sarah Moore and Lindsey Massoud from the Center for Applied Linguistics review the collaborative use of data for distinguishing between the sources of students' difficulties as well as modifications for screening and monitoring progress appropriate for English learners.
    • Session 3 (REL Northeast and Islands, March 22, 2018 ) This webinar is the third in a three-part training series for Connecticut educators on how to effectively implement response to intervention (RTI), or scientific research-based interventions (SRBI), with English learner students. Dr. Sarah Moore and Lindsey Massoud from the Center for Applied Linguistics discuss how to make data-driven decisions regarding appropriate interventions for English learners in Tiers 2 and 3, and modifications to Individualized Education Programs (IEPs) for English learners.
  • Including Ever-English Learner Students in Accountability and Continuous Improvement (REL Northeast and Islands, June 2017). The Every Student Succeeds Act (ESSA) allows English learners reclassified as English proficient to be included as English learners for accountability purposes for up to four years after reclassification. Yet recent research indicates that looking at students who were ever classified as English learners—"ever-English learner students"—provides important information for states, districts, and schools. This webinar highlights two studies that use an ever-EL framework to examine graduation rates. Dr. Karen Thompson presents findings from Oregon, and Dr. Michael Kieffer presents a REL Northeast & Islands report that analyzed data from New York City public schools. Presenters explore the implications of using ever-English learners in both accountability and continuous improvement.
  • Studies on the Academic Progress of English Learners (REL Southwest, May 2017). English learner students face unique obstacles as they strive to master both the English language and academic content simultaneously. This webinar from Regional Educational Laboratory (REL) Southwest spotlighted two recently released REL Northwest reports that examined English learner students' time to reclassification and advanced course enrollment and performance. The report authors discussed the key findings of each study, after which school practitioners shared their reflections on the findings' implications and applications. The webinar was designed for school, district, regional, state, and university educators who work with English learner students. The May 2017 webinar is archived in four videos.
    Video 1. Webinar Introduction
    Video 2. Time to Reclassification Study
    Video 3. Advanced Course Enrollment Study
    Video 4. Group Discussion
  • How Long Do English Learner Students Take to Reach English Proficiency? (REL Northeast and Islands, December 1, 2016). Dr. Michael Kieffer, associate professor of literacy education at New York University, presented findings from the recently published REL Northeast & Islands study, "Patterns of English Learner Student Reclassification in New York City Public Schools."
  • Supporting Long-Term English Learner Students in Mastering Academic English: A Framework for Success (REL West, November 16, 2016). Two presenters share promising practices and strategies to support long-term English learner students as they build their knowledge and use of academic English.
  • Helping Newcomer Students Succeed: Research on Programs and Practices (REL Northeast and Islands, November 3, 2016). The English Language Learners Alliance hosted a daylong exploration of the research on programs designed to meet the gaps in the educational backgrounds of newcomer students and strategies to support their academic and social growth
  • When English Learners Struggle Academically (REL West, September 20, 2016). In this REL West webinar, Dr. Julie Esparza Brown of Portland State University discusses how educators can determine if an English learner (EL) student's academic challenges are due to typical language development or a possible learning disability. Dr. Brown provides a case study of a 3rd grade EL student and provides helpful frameworks and tools for taking into account five key focus areas when evaluating an EL student for special education referral.
  • Early Warning Systems 401: Customizing Indicators and Interventions to Support English Language Learners (REL Northwest, REL Southwest, REL Pacific, and REL West, September 13, 2016). This webinar explored the research and promising practices on using Early Warning Systems to prevent dropout and increase the graduation rate of English learner students.
  • Lesson Development for English Learners in Content Area Settings: Key Considerations (REL Mid-Atlantic, June 23, 2016).This webinar gives professional support to teachers with limited training in meeting the language and content learning needs of EL students. Drawing from a comprehensive lesson plan template, Dr. Sarah Catherine K. Moore, Program Director at the Center for Applied Linguistics, outlines factors for content area teachers to consider as they design and deliver lessons for mainstream classrooms that include EL students.
  • Early Warning and Risk Prevention for English Learners (September 7, 2016). This webinar examines how early warning systems can be refined to target at-risk English learners (ELs). Learn about national perspectives on early warning systems as well as the experiences of eight districts with large EL populations and established early warning systems.
  • How to Design and Implement a Newcomer Program (REL Southwest, March 8, 2016). This event brought together experts to discuss issues of importance to those who work with newcomer students, newly arrived immigrant students who need to learn English. Topics included newcomer program models and design features, case study research examining family and community connections and partnerships in newcomer programs, and evidence-based practices for newcomers that districts are implementing.
  • Helping Newly Arrived Students Succeed: Research on Newcomer Programs and Practices (REL Southwest, March 8, 2016). This event brought together experts to discuss issues of importance to those who work with newcomer students, newly arrived immigrant students who need to learn English. Topics included newcomer program models and design features, case study research examining family and community connections and partnerships in newcomer programs, and evidence-based practices for newcomers that districts are implementing.
  • Mathematical Thinking and Communication: Access for English Learner Students (REL Northeast and Islands, December 8, 2015). Although many educators consider mathematics to be a "universal language" and assume that English learner students (ELs) can do well in math independent of language, research shows that the ability to understand math and reason mathematically is closely linked to language proficiency. This webinar presents current research findings that demonstrate the importance of language proficiency for math learning among ELs.
  • Building Capacity for School Success in Families of Young English Learner Students (REL West, September 30, 2015).This REL West archived webinar is Part Two of a two-part series and builds on Part One, "Structuring Meaningful Home-School Partnerships with Families of Young English Learner Students." It addresses the foundational knowledge of successful home-school partnerships also addressed in Part One and also discusses activities that can create a linguistically rich home and school environment to support young English learner students' school readiness.
  • Structuring Meaningful Home-School Partnerships With Families of Young English Learner Students (REL West, August 17, 2015). This webinar is Part One of a two-part series, and focuses on building effective partnerships between school and home that enhance the learning and language development of young English learner students. Two nationally known presenters and a practitioner share a research-based framework for family engagement and discuss learning goals for EL students and share promising practices for actively engaging families in this effort.
  • Building Biliteracy Instruction, Programs, and Services (July 27, 2015). This webinar explores evidence-based instructional programs and services to support biliteracy development among English learners in grades K–12. The webinar is in two parts.
  • Teaching Academic Content and Literacy to English Learners in Elementary and Middle School (November 10, 2014). This webinar—held Nov. 10, 2014, as a follow-up to a July conference—examines evidence-based strategies and recommendations for effective English language academic instruction. The webinar is in four parts:
  • Opening Remarks: Teaching Academic Content and Literacy to English Learners (REL Northeast and Islands, November 6, 2014). The English Language Learners Alliance at REL Northeast & Islands hosted this event drawing on the IES Practice Guide "Teaching Academic Content and Literacy to English Learners in Elementary and Middle School." Opening remarks from Deputy Director Rebecca Carey and Alliance Facilitator Maria-Paz Avery introduce the Regional Educational Laboratory Northeast & Islands and the English Language Learners Alliance.
  • Findings from Intervention Studies with English Learners (REL Southwest, July 22, 2014). The conference focused on the four recommendations in the new educator's practice guide, Teaching Academic Content and Literacy to English Learners in Elementary and Middle School, produced by the What Works Clearinghouse (WWC) through the Institute of Education Sciences.
  • Effective Instruction of English Learners (REL Mid-Atlantic, March 25, 2014).This webinar offered participants an overview of the research on literacy for second language learners and strategies for instructing these students. Drawing from her research and experience, Dr. Esther Geva of the University of Toronto led a discussion of the skills and variables involved in teaching English learners.
  • MTSS: Toward a Culturally and Linguistically Appropriate Model for English Learners (REL Northeast and Islands, December 12, 2013).Multi-Tiered Systems of Support that deliver high-quality, research-based instruction and interventions can support the growing English language learner population in general and in special education.
  • Academic Trajectories of English Language Learners and Former ELLs (REL Northeast and Islands, October 1, 2013). Dr. Rachel Slama discusses her findings on English language learners' proficiency in academic English and the different trajectories of US- and foreign-born ELLs toward achieving proficiency. Discussant Carrie Conaway also reflects on recent changes in Massachusetts in response to these and related findings.
  • English Language Learners and the Common Core State Standards (REL Northeast and Islands), November 28, 2012) The English Language Learners Alliance hosted a webinar on the implications of the Common Core State Standards and Next Generation Science Standards for English learners. Professor Kenji Hakuta—a leading researcher on bilingualism and second-language development at Stanford University—discussed the challenges and opportunities presented by the new standards, particularly for ELs.

Infographics

For more resources in ERIC on the topic of English Learners, click here.

For more resources in the What Works Clearinghouse on the topic of English Learners, click here.