The past two decades have brought the second largest wave of immigration in U.S. history. This has led to a rapid and unprecedented influx of immigrants to the Pacific Northwest as well as a rise in the number of English language learners (ELLs) in schools. Between 2002-2003 and 2007-2008, the Northwest's annual growth in ELL enrollment was nearly five times faster than the national average. By 2007-2008, ELLs represented 8.6 percent of total public school enrollment in the Northwest. To address these changes, many district leaders in the Northwest are taking a direct role in supporting the education of ELLs. These leaders are looking for programs, strategies, and practices to help this growing population of students develop English proficiency while simultaneously mastering academic content. The lessons presented in this paper are derived from Education Northwest's research, evaluation, and technical assistance experiences. They are intended to address questions that administrators may have about how to mitigate barriers to the linguistic and academic achievement of ELLs. They will also help leaders provide better support to teachers as they learn and implement evidence-based instructional practices for ELLs. [This paper was written with contributions from Elizabeth Autio, Theresa Deussen, and Lynette Thompson.]
Authors
- Authorizing Institution
- Education Northwest
- Education Level
- Elementary Secondary Education
- Location
- United States
- Peer Reviewed
- F
- Publication Type
- Reports - Descriptive
- Published in
- United States of America
Table of Contents
- Make success for ELLs a central issue 1
- Lessons Learned for Administrators Roles in Supporting Success for ELLS 1
- 1. Make success for ELLs a central issue 2. Choose an appropriate ELL program model and ensure that it is 1
- 3. Use consistent and reliable procedures to identify and place ELL 1
- 4. Implement strategies that are supported by research 5. Build a bridge to families and community members 1
- Lesson 1
- Choose an appropriate ELL program model and ensure that it is well 2
- Use consistent and reliable procedures to identify and place ELL students 2
- Lesson 2
- ELL Program Models 2
- Dual languagestudents 2
- Transitional bilingualinitial 2
- Sheltered instructionall 2
- Push-inspecialists or aides 2
- Pull-outELLs are placed 2
- Lesson 2
- Implement strategies that are supported by research 3
- Build a bridge to families and community members 3
- Lesson 3
- Five Principles and Their Instructional Implications for ELLs 3
- 1. ELLs require comprehensible input as they move through different 3
- 2. Academic languagethe more formal complex English needed to 3
- 3. ELLs need instruction that will allow them to meet state content 3
- 4. ELLs have background knowledge and home cultures that 3
- 5. Assessments measure English language proficiency as well as 3
- Lesson 3
