Teaching English-Language Learners: What Does the Research Tell Us?
What instruction works best for English language learners (ELLs) is far from settled. This article addresses this issue by reviewing the research on ELL instruction, including effectiveness of different instructional methods and practices for different populations of ELL students. The article also provides background on: federal law regarding ELL instruction, common types of ELL programs, and bilingualism.
This article is part of a special series from Education Week on Teaching America’s English-Language Learners.
The key takeaway from this article is that educators must consider the diversity of ELL students when thinking about instructional programs, methods, and practices. Although there is still room for debate on which instructional methods or approaches are best for ELL students, the research literature has given educators a greater understanding about the differences in the ELL population (e.g., immigrant vs. native-born, older vs. younger). For example, a newcomer in high school has different learning needs than a pre-schooler born in the U.S. who speaks a mix of English and Spanish. Teachers and administrators need to understand that such differences call for different and varied approaches to instruction. This article is well-organized by topic and cites relevant studies for each topic.