Research References
Al-Seghayer, K. (2017). Effects of electronic reading environments’ structure on L2
reading comprehension.
English Language Teaching, 10(12), 88–106.
https://eric.ed.gov/?id=EJ1160984
From the ERIC abstract: “This study examines the effects of an electronic
reading environment’s structure on second language (L2) reading
comprehension. In particular, this study explores whether clarifying the underlying
structure of an electronic text,
along with the ways in which its units or nodes are organized and interrelated
results in better comprehension as well
as whether L2 reading proficiency affects the comprehension of electronic text. In
this study, 40 English as a second
language (ESL) learners, grouped into proficient and less-proficient groups based on
their scores on the Test of English
as a Foreign Language’s (TOEFL’s) Reading section, were asked to read two electronic
texts
using computerized programs classified as either ‘well structured’ or ‘less
structured.’ To
assess the efficacy of each type of reading environment, two tests—a multiple-choice
test
and a mapping of main ideas and details (MOMID) test—were developed and
administered to the participants after they read each text. The results of these
tests were
analyzed using a paired-samples ‘t’-test and a two-way (proficiency level by
computerized reading program) mixed-model analysis of variance (ANOVA). The
findings revealed that well-structured electronic texts can aid ESL readers in
developing a
more coherent mental representation of the electronic texts’ content, thereby
increasing
their reading comprehension. Furthermore, well-structured electronic texts are more
helpful for less-proficient readers than for more-proficient readers. These findings
have
significant pedagogical and technological implications for L2 reading instructors
and
instructional designers.”
Arellano, B., Liu, F., Stoker, G., & Slama, R. (2018).
Initial Spanish proficiency and English
language development among Spanish-speaking English learner students in New
Mexico (REL 2018-286). Washington, DC: Regional Educational Laboratory
Southwest, Institute
of Education Sciences, U.S. Department of Education.
https://eric.ed.gov/?id=ED580202
From the report: “This study of the 2010 and 2011 kindergarten cohorts of
Spanishspeaking
English learner students in four school districts in New Mexico examined the
connection between initial Spanish proficiency and English language development, as
well as grade-level readiness by grade 4 or 5 in English language arts and math. Key
findings include:
-
More than 80 percent of English learner students in the 2010 cohort
started
kindergarten at the lowest English proficiency level, as did half of those
in the
2011
cohort.
-
A majority of students in both cohorts attained English proficiency by
grade 4,
but
students with high initial Spanish proficiency were more likely to do so.
-
Among English learner students with low or medium initial Spanish
proficiency,
roughly a quarter of the 2010 cohort were not reclassified as fluent English
proficient
by grade 5, and roughly half the 2011 cohort were not reclassified by grade
4.
-
Of English learner students who were reclassified as fluent English
proficient by
grade 4 or 5, fewer than a quarter also demonstrated grade-level readiness
in grade
4
or 5 English language arts or math on standardized academic assessments.”
August, D., & Slama, R. (2016).
Literature review related to assessment and accountability
provisions relevant to English learners. Washington, DC: U.S. Department of
Education,
Office of English Language Acquisition. Retrieved from
https://www2.ed.gov/about/offices/list/oela/title3-litreview.pdf
From the abstract: “This document reviews the literature related to
assessment and
accountability provisions relevant to English learners (ELs). This review begins
with a
description of the process used to conduct the literature review, parameters for the
review, and the characterization of the literature. The body of this review consists
of four
sections: (1) Development and/or Adoption of State English Language Proficiency
(ELP) Standards, (2) Design and Development of the ELP Assessment System, (3)
Technical
Quality, and (4) Uses of an ELP Assessment System for Accountability. The research
questions are described at the beginning of each section. At the end of the
document, we
suggest Areas for Further Research, some of which are related to outstanding
problems of
practice.”
Boon, R. T., & Barbetta, P. M. (2017). Reading interventions for elementary English
language
learners with learning disabilities: A review.
Insights into Learning Disabilities, 14(1),
27–52.
https://eric.ed.gov/?id=EJ1165741
From the ERIC abstract: “This paper provides a review of the literature on
reading
interventions for English language learners (ELLs) with learning disabilities (LD)
in the
elementary grade levels (K–5). The goal of this review was to identify and
evaluate
reading interventions that have been used in the special education literature for
ELLs
with LD in the early grade levels. A systematic search of the literature from 1975
to 2016
yielded nine studies that met our inclusion criteria. Reading interventions that
emerged
from our review included: (a) computer-based constant time delay, (b) graphic
organizers, (c) peer-tutoring, (d) repeated reading with a vocabulary component, and
(e)
two reading programs (Project PLUS & Read Well). Overall, the results of the studies
showed promising effects on improving the reading outcomes for ELLs with LD in the
elementary classroom.”
Estrella, G., Au, J., Jaeggi, S. M., & Collins, P. (2018). Is inquiry science
instruction effective
for English language learners? A meta-analytic review.
AERA Open, 4(2), 1–23.
https://eric.ed.gov/?id=EJ1194148
From the ERIC abstract: “Despite being among the fastest growing segments of
the
student population, English Language Learners (ELLs) have yet to attain the same
academic success as their English-proficient peers, particularly in science. In an
effort to
support the pedagogical needs of this group, educators have been urged to adopt
inquiry
approaches to science instruction. Whereas inquiry instruction has been shown to
improve science outcomes for non-ELLs, systematic evidence in support of its
effectiveness with ELLs has yet to be established. The current meta-analysis
summarizes
the effect of inquiry instruction on the science achievement of ELLs in elementary
school. Although an analysis of 26 articles confirmed that inquiry instruction
produced
significantly greater impacts on measures of science achievement for ELLs compared
to
direct instruction, there was still a differential learning effect suggesting
greater efficacy
for non-ELLs compared to ELLs. Contextual factors that moderate these effects are
identified and discussed.”
Islam, R. (2017). Investigating factors that contribute to effective
teaching-learning practices:
EFL/ESL classroom context.
English Language Teaching, 10(4), 15–21.
https://eric.ed.gov/?id=EJ1133191
From the ERIC abstract: “This paper seeks to address some key issues, which
can
influence as well as determine the nature of teaching and learning practices in an
ELT
REL Southwest Ask A REL Response
4
classroom directly or indirectly. This paper views an EFL or ESL classroom as a
dynamic
and multi-dimensional platform open to different interpretations of teaching and
learning.
Factors like teachers’ beliefs, teacher talk, teachers' questioning, diversity and
complexity
of ELT classroom, classroom values and individual learner differences require
thoughtful
attention irrespective of teaching methods and approaches. However, these issues are
not
straight forward, rather inherent in the activities related to classroom interaction
and
management and demand proper conceptualization by teachers, ELT practitioners and
researchers.”
Johnson, T., & Wells, L. (2017). English language learner teacher effectiveness and
the
Common Core.
Education Policy Analysis Archives, 25(23), 1–24.
https://eric.ed.gov/?id=EJ1137865
From the ERIC abstract: “Common Core State Standards (CCSS) and teacher
effectiveness are among the most contentious issues in education today. With an
increase
in English language learners (ELLs) and the rigorous requirements imposed by the
CCSS, teachers are left unprepared and ELLs struggle to stay afloat. Using
California as
a case study, this research synthesis outlines the current problem, which includes
the
complexity of the CCSS, the achievement gap between ELLs and their peers, and
illequipped
teachers. In addition, present-day efforts to alleviate such difficulties like the
revised World Language: English Language Development credential and multicultural
training are outlined. Based on our review, we recommend targeted policy changes,
which include preservice teachers’ participation in extensive fieldwork with ELLs,
inservice
teachers’ comprehensive professional development connected to practice, as well
as a systematic evaluation process to measure ELL teacher effectiveness.”
Lara-Alecio, R., Irby, B. J., Tong, F., Guerrero, C., Koch, J., & Sutton-Jones, K.
L. (2018).
Assessing conceptual understanding via literacy-infused, inquiry-based science among
middle school English learners and economically-challenged students.
Education
Sciences, 8(27), 1–20.
https://eric.ed.gov/?id=EJ1174975
From the ERIC abstract: “The overarching purpose of our study was to compare
performances of treatment and control condition students who completed a
literacyinfused,
inquiry-based science intervention through sixth grade as measured by a big idea
assessment tool which we refer to as the Big Ideas in Science Assessment (BISA).
First,
we determine the concurrent validity of the BISA; second, we investigate the
differences
in the post-test of the BISA between treatment and control English Learners (ELs),
controlling for their performance in the pre-test; third, we analyze the differences
in the
post-test of the BISA between treatment and control non-ELs, controlling for their
performance in the pre-test; and fourth, we examine the relationship between
students’
English language proficiency as measured by standardized assessment, and their
performance in the BISA among ELs and non-ELs, respectively. Our findings indicate:
(a) literacy-infused science lessons with big ideas, implemented through the tested
intervention, improved students' language acquisition and science concept
understanding
for ELs and economically challenged students (ECs); (b) there was a positive
relationship
between language and content for both ELs and non-ELs, with a similar magnitude,
suggesting that students with a higher level of English proficiency score higher in
science
assessment; and (c) the lesson plans prepared were successful for promoting a
literacyinfused
science curriculum via a 5E Model (Engage, Explore, Explain, Elaborate, and
Evaluate) that includes three to five of the Es used daily. A pedagogical approach
for a
literacy-infused science model with big ideas is proposed.”
Pyle, D., Pyle, N., Lignugaris/Kraft, B., Duran, L., & Akers, J. (2017). Academic
effects of peermediated
interventions with English language learners: A research synthesis.
Review of
Educational Research, 87(1), 103–133.
https://eric.ed.gov/?id=EJ1132746
From the ERIC abstract: “The purpose of this article is to synthesize the
extant research
on peer-mediated interventions (PMIs) with English language learners (ELLs) in
kindergarten through Grade 12. Fourteen studies that were published in peer-reviewed
journals from 1983 to 2013 were examined in terms of study characteristics, the
effects
on academic outcomes, study quality, and overall effectiveness. Structured,
heterogeneous grouping was used in the 10 peer pairing and 4
collaborative/cooperative
grouping PMIs with ELLs. Eight of the 14 studies included high methodological
quality.
Overall, PMIs with ELLs are associated with medium to large effects on measures of
phonemic awareness, vocabulary, and comprehension when compared to teachermediated
comparison conditions. More research on PMIs with ELLs in high school and
across core content areas, particularly mathematics, is warranted. Implications and
future
research for PMIs with ELLs are discussed.”
Rodríguez, A., & Rodríguez, D. (2017). English learners with learning disabilities:
What is the
current state?
Insights into Learning Disabilities, 14(1), 97–112.
https://eric.ed.gov/?id=EJ1165743
From the ERIC abstract: “As the demographics across the United States
continues to
change, specifically with increases in school age English Learners who speak a home
language other than English, it is imperative that schools meet the diverse needs of
these
children. This article summarizes studies about English Learners with learning
disabilities. It reports on the analysis of 21 articles. Results indicate that the
areas of
prevention and early intervention, referral and decision making, assessment
procedures,
teaching strategies, and disproportionality and overrepresentation are important
topics to
consider with respect to the education of English Learners with learning
disabilities.”
Ruiz de Castilla, V. (2018).
Teacher certification and academic growth among English learner
students in the Houston Independent School District (REL 2018-284).
Washington, DC:
Regional Educational Laboratory Southwest, Institute of Education Sciences, U.S.
Department of Education.
https://eric.ed.gov/?id=ED580928
From the report: “This study examined the relationship between teacher
certification—
both type and route—and growth in academic achievement and English proficiency
among English learner students in grades 4 and 5 in the Houston Independent School
District. Key findings include:
-
For math, having a teacher with bilingual certification was associated
with higher
student growth in achievement in grade 4 but lower growth in achievement in
grade 5
compared with having a teacher without bilingual or English as a second
language
certification. Having a teacher with bilingual certification through the
alternative
route was associated with the highest growth in achievement in grade 4.
-
For reading, having a teacher with bilingual certification was associated
with
higher
student growth in achievement in grade 4 compared with having a teacher
without
bilingual or English as a second language certification. Having a teacher
with
bilingual certification through the traditional route was associated with
the
highest
growth in achievement in grade 4.
-
For English proficiency, having a teacher with bilingual certification
through the
postbaccalaureate route was associated with the highest student growth in
grade 4.
Having a teacher with bilingual certification through the alternative route
was
associated with the highest growth in English proficiency in grade 5.”
Slama, R., Molefe, A., Gerdeman, D., Herrera, A., Brodziak de los Reyes, I., August,
D., &
Cavazos, L. (2017).
Time to proficiency for Hispanic English learner students in Texas (REL
2018-280). Washington, DC: Regional Educational Laboratory Southwest, Institute
of Education Sciences, U.S. Department of Education.
https://eric.ed.gov/?id=ED577092
From the ERIC abstract: “English learner students are challenged by the
difficult task of
learning English concurrently with learning content in areas such as reading and
math.
English learner students who have not attained proficiency in English or learned
core
course content by the middle and upper grades may not have the requisite skills to
enroll
in courses required for high school graduation, placing them at greater risk of
dropping
out of school before graduation. The lack of a high school diploma could
subsequently
limit the economic opportunities open to them. Texas, which serves 16 percent of the
nation’s English learner students (U.S. Department of Education, 2016), provides a
unique context for examining the time it takes these students to achieve English
proficiency and master core content. Using data from the Texas Education Agency, a
study team from Regional Educational Laboratory Southwest examined the average time
it took the 2005/06 cohort of grade 1 Hispanic English learner students in Texas
public
schools to attain English proficiency and to demonstrate at least satisfactory
academic
performance in reading and math as measured by state standardized assessments. This
longitudinal study also examined whether the time it took students to attain these
key
outcomes differed by enrollment in a public prekindergarten program, initial English
language proficiency level, the type of English learner program (English as a Second
Language or bilingual), whether a parent had opted the student out of English
learner
services, and student background characteristics (gender, eligibility for the
federal school
lunch program, immigrant status, and participation in a special education program).
This
study demonstrates the use of state historical data to expand knowledge of how
English
learner students fare in school while classified as English learner students and
after
reclassification as fluent English proficient. Study results can be used to inform
expectations for progress toward English language proficiency for English learner
students.”
Steele, J. L., Slater, R. O., Zamarro, G., Miller, T., Li, J., Burkhauser, S., &
Bacon, M. (2017).
Effects of dual-language immersion programs on student achievement: Evidence from
lottery data.
American Educational Research Journal, 54(1), 282S–306S.
https://eric.ed.gov/?id=EJ1155308
From the ERIC abstract: “Using data from seven cohorts of language immersion
lottery
applicants in a large, urban school district, we estimate the causal effects of
immersion
programs on students’ test scores in reading, mathematics, and science and on
English
learners’ (EL) reclassification. We estimate positive intent-to-treat (ITT) effects
on
reading performance in fifth and eighth grades, ranging from 13% to 22% of a
standard
deviation, reflecting 7 to 9 months of learning. We find little benefit in terms of
mathematics and science performance but also no detriment. By sixth and seventh
grade,
lottery winners’ probabilities of remaining classified as EL are 3 to 4 percentage
points
lower than those of their counterparts. This effect is stronger for ELs whose native
language matches the partner language.”
U.S. Department of Education, Office of English Language Acquisition, Language
Enhancement, and Academic Achievement for Limited English Proficient Students.
(2018).
The biennial report to Congress on the implementation of the Title III State
Formula Grant Program, school years 2012–14, Washington, DC: Author.
Retrieved
from
https://ncela.ed.gov/files/uploads/3/BiennialReportToCongress.pdf
From the executive summary: “This Biennial Report to Congress on the
Implementation
of the Title III State Formula Grant Program, School Years 2012–14 is the sixth
report of
states’ self-reported data about English learners (ELs) receiving services in Title
IIIsupported
language instruction educational programs (LIEPs). This report is for members
of Congress and is available for public use. The biennial report to Congress on the
implementation of the Title III state formula grant program provides a snapshot of
the
status of the U.S. Department of Education’s (the Department’s) efforts to hold
states
accountable for ensuring that all ELs attain English language proficiency (ELP) and
are
achieving in the content areas of mathematics and reading/language arts at the same
high
level set by the states for all students. Title III of the Elementary and Secondary
Education Act (ESEA), which focuses on the specific goals of serving ELs with
effective
LIEPs, was first implemented upon the reauthorization of the ESEA by the No Child
Left
Behind Act of 2001.”
Vaughn, S., Martinez, L. R., Wanzek, J., Roberts, G., Swanson, E., & Fall, A.-M.
(2017).
Improving content knowledge and comprehension for English language learners:
Findings from a randomized control trial.
Journal of Educational Psychology, 109(1),
22–34. Retrieved from
https://www.meadowscenter.org/files/resources/Vaughn-2017.pdf
From the abstract: “Supporting the reading comprehension and content
knowledge
acquisition of English language learners (ELs) requires instructional practices that
continue beyond developing the foundational skills of reading. In particular, the
challenges ELs face highlight the importance of teaching reading comprehension
practices in the middle grades through content acquisition. We conducted a
randomized
control trial to examine the efficacy of a content acquisition and reading
comprehension
intervention implemented in eighth-grade social studies classrooms with English
language learners. Using a within-teacher design, in which 18 eighth-grade teachers’
social studies classes were randomly assigned to treatment or comparison conditions.
Teachers taught the same instructional content to treatment and comparison classes,
but
the treatment classes used instructional practices that included comprehension
canopy,
essential words, knowledge acquisition, and team-based learning. Students in the
treatment group (n = 845) outperformed students in the comparison group (n = 784) on
measures of content knowledge acquisition and content reading comprehension but not
general reading comprehension. Both ELs and non-ELs who received the treatment
outperformed those assigned to the BAU comparison condition on measures of content
knowledge acquisition (ES = 0.40) and content-related reading comprehension (ES =
0.20). In addition, the proportion of English language learners in classes moderated
outcomes for content knowledge acquisition.”
Note: What Works Clearinghouse (WWC) Rating: Meets WWC standards with
reservations because it is a randomized controlled trial with low attrition, but the
randomization was compromised.
https://ies.ed.gov/ncee/wwc/Study/85559
Vela, A., Jones, D., Mundy, M.-A., & Isaacson, C. (2017). Determining the
effectiveness of
bilingual programs on third grade state exam scores.
Research in Higher Education Journal, 33(1), 1–15
https://eric.ed.gov/?id=EJ1161491
From the ERIC abstract: “This ex-post-facto quasi-experimental research
design was
conducted by selecting a convenient sample of approximately 2,000 3rd grade ELLs who
took the regular reading and math English STAAR test during the 2014–15 school
year
in
an urban southern Texas school district. This study was conducted using a
quantitative
research method of data collected from the school district. The data collected
consisted of
3rd grade ELL students’ reading and math English STAAR scores. The researcher
analyzed and compared the reading and math STAAR scores of 3rd grade ELL students
enrolled in a transitional bilingual program, in a dual language two-way bilingual
program and a regular program with immersion into all English instruction, utilizing
two
one way analysis of variance (ANOVAs). Approximately 2,000 3rd grade ELL students
enrolled in this urban southern Texas school district. The researcher examined for
differences among the scores of ELLs enrolled in the bilingual programs. Conclusions
to
the findings determined that there were significant differences among the three
educational programs for ELL students in third grade on the STAAR test results in
the
regular English math STAAR test for ELL students in third grade, but did not find
significant differences in the test scores in the regular English reading STAAR test
results.”
Wilcox, K. C., Gregory, K., & Yu, L. (2017). Connecting the dots for English
language learners:
How odds-beating elementary school educators monitor and use student performance
data.
Journal for Leadership and Instruction, 16(1), 37–43.
https://eric.ed.gov/?id=EJ1159864
From the ERIC abstract: “This article reports on findings from a multiple
case study
investigating the nature of educators’ approaches toward monitoring English language
learners’ (ELLs) performance and using data to improve instruction and apply
appropriate interventions. Six New York elementary schools where ELLs’ performance
was better than predicted (i.e. odds-beating) based on student assessment data were
studied. The analysis revealed that several strategies were common among the schools
studied and were associated with the schools’ better ELL performance outcomes. These
include: 1) connecting instruction and interventions to "real time" data based on
multiple
measures of student performance including benchmark and formative assessments; 2)
communicating performance via technology among teachers and with family members
and legal guardians; 3) collaborating through routines among teaching and support
staff
as well as school and district leaders. Implications for district and school leaders
and
teachers are discussed. Implications for district and school leaders as well as
teachers and
other instructional specialists are offered.”
Wood, C., Fitton, L., Petscher, Y., Rodriguez, E., Sunderman, G., & Lim, T. (2018).
The effect
of e-book vocabulary instruction on Spanish–English speaking children.
Journal of Speech, Language, and Hearing Research, 61(8) 1945–1969.
https://eric.ed.gov/?id=EJ1187764
From the ERIC abstract: “Purpose: This study aimed to examine the effect of
an
intensive vocabulary intervention embedded in e-books on the vocabulary skills of
young
Spanish-English speaking English Learners (ELs) from low SES backgrounds. Methods:
Children (288) in kindergarten and first grade were randomly assigned to treatment
and
read-only conditions. All children received e-book readings approximately 3 times a
week for 10–20 weeks using the same books. Children in the treatment condition
received
e-books supplemented with vocabulary instruction that included scaffolding through
explanations in Spanish, repetition in English, checks for understanding, and
highlighted
morphology. Results: There was a main effect of the intervention on expressive
labeling
(g = 0.38) and vocabulary on the PPVT (g = 0.14) with no significant moderation
effect
of initial PPVT score. There was no significant difference between conditions on
children's expressive definitions. Conclusions: Findings substantiate the
effectiveness of
computer implemented embedded vocabulary intervention for increasing ELs’
vocabulary knowledge. Implications: Computer-assisted vocabulary instruction with
scaffolding through Spanish explanations, repetitions, and highlighted morphology is
a
promising approach to facilitate word learning for ELs in kindergarten and first
grade.”
Additional Organizations to Consult
Center for Applied Linguistics (CAL) –
http://www.cal.org/what-we-do/research
From the website: “Research is a critical component of CAL’s mission. CAL
conducts
large-scale and small-scale research projects on a wide variety of topics related to
language teaching and learning, literacy, assessment, and the use of language in
society.
We collect and analyze data using diverse research designs, including experimental
studies, qualitative case studies, and large-scale surveys. We frequently
collaborate with
universities and research centers to conduct research and disseminate findings.
Research findings guide all of CAL’s project work, services, and products. CAL
publishes the findings, professional opinions, and best practices developed as a
result of
our research. We’re also focused on using our research as a foundation for the
development of pragmatic and forward-thinking solutions to a variety of issues
related to
language and culture.”
Featured Research Projects
The Center for English Language Learners (ELLs) at AIR –
https://www.air.org/center/centerenglish-language-learners-ells-air
From the website: “The core of AIR’s work supporting ELLs is done through the
Center
for English Language Learners. English language learners (ELLs) face the challenge
of
acquiring content knowledge in English at the same time as they acquire English as
an
additional language. These students can be supported by conducting rigorous research
and evaluation to improve instruction and learning, evaluating policy to inform
decisionmaking,
and enhancing ELL practice at the district, school, and classroom level.”
Note: The center offers numerous resources on its website, including the
following
research studies or publications:
Center on Response to Intervention (RTI4Success) at American Institutes for Research
(AIR) –
https://rti4success.org/related-rti-topics/english-learners
From the website: “This collection of resources provides information about
improving
educational outcomes for English Learners through culturally and linguistically
responsive implementation of an MTSS/RTI framework. As a result of revisions to the
website, links embedded within documents may no longer be correct. To ensure you are
able to access supplemental or related materials search by the title of the document
on the
website.”
Cleveland Collaboration for English Learner Success, Regional Educational Laboratory
Midwest, Institute of Education Sciences –
https://ies.ed.gov/ncee/edlabs/regions/midwest/partnerships/cleveland_partnership_for_english_learner_success.aspx
From the website: “The objective of REL Midwest's collaboration with the
Cleveland
Metropolitan School District is to analyze the effects of the district's
Multilingual
Multicultural Education Program on language proficiency and content area knowledge
development for English learners.”
Colorín Colorado, School Support, Assessment for English Language Learners –
http://www.colorincolorado.org/
From the website: “Colorín Colorado is the premier national website serving
educators
and families of English language learners (ELLs) in Grades PreK-12. Colorín Colorado
has been providing free research-based information, activities, and advice to
parents,
schools, and communities around the country for more than a decade....
Colorín Colorado is an educational service of WETA, the flagship public broadcasting
station in the nation’s capital, and receives major funding from the American
Federation
of Teachers and National Education Association.”
National Association for Bilingual Education (NABE) –
http://www.nabe.org/
From the website: “As tireless advocates, NABE works to influence, support
and create
policies, programs, research, pedagogy and quality professional development because
investing in our children's education is an investment in our nation’s future
leadership
and our world’s well-being. By using native and second languages in everyday life,
we
not only develop intercultural understanding, but we also show by example that we
respect and can effectively cross cultural and linguistic borders.
NABE has 20 state/regional affiliates and 4 international affiliates, which
collectively
represent more than 5,000 members. These members include bilingual and English
learner (ELs) teachers, parents, paraprofessionals, administrators, professors,
advocates,
researchers, and policy makers.
Bilingualism and Biliteracy for all are admirable goals for everyone. We embrace
this
mantra and advocate academically learning more than two languages and cultures.
Our annual conference is the only gathering of professionals in the United States
dedicated to exploring topics of interest for teachers, administrators, and parents
of ELs,
which include dual language education, second language acquisition, bilingual
education,
assessment and accountability, teacher training, special education, and grassroots
activism.”
Note: NABE publishes the NABE Journal of Research and Practice, which
“disseminates
research-based studies as well as best instructional practices in the fields of
bilingual
education, dual-language teaching and learning, ESL and other related fields. We
also
encourage collaboration between University faculty and teachers or graduate
students.”
Volume 8 of the journal, published in 2017, is available at
http://www.xcdsystem.com/nabe/files/NJRP%20FINAL%202017%20PDF.pdf
Office of English Language Acquisition, U.S. Department of Education –
https://www2.ed.gov/about/offices/list/oela/index.html
From the website: “The U.S. Department of Education's Office of English
Language
Acquisition (OELA) provides national leadership to help ensure that English Learners
and immigrant students attain English proficiency and achieve academic success. In
addition to preserving heritage languages and cultures, OELA is committed to
prompting
opportunities for biliteracy or multiliteracy skills for all students. OELA
accomplishes
this in the following ways:
-
Providing national leadership by informing policy decisions
-
Administering discretionary grant programs to prepare professionals for
teaching
and supporting English Learners
-
Investing in research and evaluation studies that have practical
applications
for
preparing English Learners to meet college and career learning standards
-
Disseminating information about educational research, practices, and
policies
for
English Learners through our National
Clearinghouse for English Language
Acquisition (NCELA).”
Note: OELA offers numerous relevant resources on its website, including the
following:
Southwest English Learners (SWEL) Research Partnership, Regional Educational
Laboratory
Southwest, Institute of Education Sciences –
https://ies.ed.gov/ncee/edlabs/regions/southwest/default.aspx
From the website: “Southwest English Learners (SWEL) Research Partnership:
With one
of the highest proportions of English learner (EL) students in the nation, New
Mexico has
prioritized providing high-quality and culturally appropriate EL language
instruction.
REL Southwest is working with the New Mexico
TESOL –
https://www.tesol.org/
From the website: “The TESOL Research Agenda reports on emerging research
trends
and questions (practical and theoretical) in the field of English language teaching.
It aims
to stimulate discussion and create networking opportunities for TESOL members and
other ELT professionals worldwide.
TESOL’s
current Research Agenda seeks to bridge the gap between research and
classroom practice. This latest agenda has been designed to raise interest in
TESOL’s
research direction as well as to bring researchers and practitioners together in the
field of
English language teaching.”
WIDA –
https://wida.wisc.edu/about/mission-history
From the website: “WIDA provides language development resources to those who
support the academic success of multilingual learners. We offer a comprehensive,
research-based system of language standards, assessments, professional learning and
educator assistance. WIDA’s trusted resources are used by 41 domestic states and
territories and more than 400 international schools throughout the world.
Core programs within WIDA include:
WIDA is part of the University of Wisconsin–Madison, a top-five university in the
field
of education. WIDA is housed in the
Wisconsin Center
for Education
Research (WCER),
one of the first, largest, and most productive education research centers in the
world.
WCER has assisted scholars and practitioners to develop, submit, conduct, and share
grant-funded education research for more than 50 years.”
