5.2.3 Developing interventions related to instructional programs for English language learners that are contributing to the puzzling situation

If instructional programs for English language learners (ELLs) seem to be contributing to your puzzling situation, the literature offers a wide range of suggestions for interventions.

Work by Lucas, Henze, and Donato (1990) focused on the "big picture" by identifying characteristics of effective high schools for language minority students. They found eight general features shared by the high schools they studied: "Value is placed on the students' languages and cultures...; High expectations of language-minority students are made concrete...; School leaders make the education of language-minority students a priority...; Staff development is explicitly designed to help teachers and other staff serve language-minority students more effectively...; A variety of courses and programs for language-minority students is offered...; A counseling program gives special attention to language-minority students...; Parents of language-minority students are encouraged to become involved in their children's education...; [And] school staff members share a strong commitment to empower language-minority students through education" (pp. 319-320).

Several approaches exist for supporting English language learners with rigorous academic curriculum. At the classroom level, Cohen's (1994) Complex Instruction cooperative learning method when combined with Finding Out/Descubrimiento has been successful in supporting English language learners in learning complex mathematics and science. Moll and Diaz (1993) demonstrated how temporarily providing bilingual support allowed ELLs who were literate in their native language to participate in comparable, intellectually challenging tasks. Instructional strategies that integrate the goals of language learning and content instruction (Crandall, 1993; Short, 1994, 1999; Spanos, 1989) can be a productive way to foster the ELLs' learning in mainstream classes. Castori (2003) presented the results of several teacher research studies that investigated successful strategies for educating ELLs. Rosebery, Warren and Conant (1992) reported on successful strategies for supporting ELLs learning of science. Based on her research with middle school ELLs, Valdés (2001) offered several recommendations for the effective education of ELLs.

The education of ESL teachers generally focuses on understanding language and second language learning. However, mainstream teachers (who often have ELLs in their classrooms) often do not receive information about language and language learning, which could be helpful in designing language-related interventions for their ELLs. Fillmore and Snow (2000) discussed some basic concepts about language and language learning and how teachers can use that knowledge to support students' language and literacy development in their classes; Bredekamp (n.d.) outlined implications of these ideas for early childhood educators.

ELLs in schools need to learn basic conversational skills as well as skills related to using oral and written language in academic settings (Collier, 1995). Moreover, scholars have found that it can take ELLS 2-5 years to acquire basic conversational skills in a second language and 7-10 years to acquire academic language when instruction occurs solely in the second language (Collier, 1995). Solomon and Rhodes (1995) and Scarcella (2003) presented useful overviews of approaches to academic language and a framework that draws on recent scholarship. Pimm (1987) discussed features of language involved with learning mathematics, and Moschkovich (1999) explored how teachers can support ELLs learning of mathematics and of English related to mathematics.

Assessment is an important component of instruction. O'Malley and Pierce (1996) and Tannenbaum (1996) presented many strategies for assessment of ELLs.

Although much emphasis in the education of ELLs is on learning language and literacy, culture and cultural influences are also central. Atkinson (1999) presented a view of culture for ESL practitioners in the 21st century.

If you haven't read the CIP pages for Step 5 or Step 5.2, please do so because they provide information about developing inverventions for your CIP study.

Success Stories & CIP studies Related to School Culture

Reconsider  question: 3.2.3 
Gather more information on this question: 4.2.3 
Step 6-Monitor Intervention(s) 
Guide for Reading Step 4 and Step 5 Pages