1.

One approach to improving outcomes for English learners and other language minority
students is to reform the entire school, providing innovative approaches to curriculum,
instruction, assessment, provisions for struggling students, professional development, and
other elements. One of the most widely studied comprehensive school reform approaches,
Success for All (SFA), has been adapted for English learners. The National Research Council
concluded that SFA has been the subject of the most research on effectiveness. SFA, found in
nearly every state, provides schools with well-structured curriculum materials emphasizing
systematic phonics (grades K1), cooperative learning, and direct instruction in
comprehension and vocabulary skills (all grades). It also provides extensive professional
development and coaching for teachers, frequent assessment and regrouping, and one-to-one or
small-group tutoring for children who are struggling to learn to read. Family support programs
attend to issues such as parent involvement, attendance, and behavior. A full-time facilitator
helps all teachers implement the model. For English learners, SFA has two variations- a Spanish
bilingual program, which teaches reading in Spanish in grades K2 and then transitions
students to English instruction beginning in second or third grade. The other is a Structured
English Immersion (SEI) adaptation, which teaches all children in English with appropriate
supports, such as vocabulary-development strategies linked to the words introduced in childrens
reading texts.
Calderon, M., Slavin, R., & Sanchez, M. (2011). Effective instruction for English learners.

Future of Children, 21(1), 103-127. Retrieved from http://futureofchildren.org/futureof

children/publications/docs/21_01_05.pdf

2. The author describes how MMIO (multiple modes of input and output) can assist ELLs by
making their instruction less dependent on spoken and written language, provide student
assessment, and promote language development. MMIO provides a model for teaching that
engage ELLs by seeing, hearing, and participating. MMIO relies on a less language dependent
classroom- teachers use manipulatives, realia, pictures, videos, demonstrations, gestures,
graphic organizers, and hands-on activites. Steps to using MMIO includes selecting a key
concept based on content objectives, ensure that content delivery is varied and illustrative,
and create assessment opportunities that allow ELLs to demonstrate what they have learned
in a way in which they will not be hindered by their ELP.
Carrier, K. A. (2006). Improving comprehension and assessment of English language learners

using MMIO. The Clearing House, 79(3), 131-136. Retrieved from http://search. proquest.

com/ docview/196867354?accountid=8289

3. The author addresses the development of Cognitive Academic Language Proficiency
(CALP), with the expectation that Basic Interpersonal Communication Skills (BICS) will follow.
She asserts that the converse is not true. Sheltered content instruction is one model that ESL
teachers can implement to help reach CALP. Sheltered instruction helps learners make use of the
target language and makes content meaningful and relevant by building on prior knowledge,
which enhances motivation. SIOP (Sheltered Instruction Observation Protocol) is a research-
based framework teachers can follow. SIOP lessons have a content and language focus; allow
ELLs to make links to personal experiences; integrate a variety of methods and materials to
make input accessible; provide contexts to interact and discuss; allow for practice and feed-
back; accommodate L1 use when possible; and include formal and informal assessments.
DelliCarpini, M. (Ed.) Success with ELLs. (2008). English Journal, 98(1), 98-101. Retrieved

from http://search.proquest.com/docview/237318825?accountid=8289

4. This article focuses on a topic not always seen in the ESL classroom. Students with
Interrupted Formal Education are those such as children of seasonal workers, families that tend
to perhaps visit their native lands for extended periods, etc. Some teachers may not have any
SIFEs, but they should be prepared for the possible enrollment. This article focused on language
arts goals for SIFEs. Practices recommended were thematically-coordinated literacy and content
courses, double period ESL class to provide follow-up, small classes, common planning
periods for ESL teachers, and an ungraded course structure. The unnamed authors offer an
overview of the pull-out and push-in models and contend that sheltered instruction is highly
regarded as a best-practice method. They provide an extensive list of what works. Teachers are
encouraged to introduce visuals (charts, graphs, etc.), and collaborative learning activities, as
well as to provide instruction with substantial coverage in key reading components: phonemic
awareness, phonics, fluency, vocabulary, and text comprehension.
Effective Programs for English Language Learners (ELL) with Interrupted Education.
(n.d.). Retrieved May 20, 2014, from Utah State Office of Education: http://www.schools.
utah.gov/fsp/ ELL-Services/Effective-Programs-for-ELLs-with-Interrupted-Forma.aspx

5. The authors of this article discuss peer coaching as a model to follow to create and maintain
a successful ESL program. Teachers work with each other to provide feedback, support, and
assistance for refining skills. Teachers will also learn new skills and collaborate to solve
classroom problems. There are four models. Technical coaching refers to the facilitation of
transfer from in-service training to classroom practice. For bilingual and mainstream teachers,
this might include discussion of how specific methods (bilingual or ESL) would apply in their
classrooms. Collegial coaching shares the common goals of refining teaching practices.
However, it also helps teachers be more analytical about what they do in the classroom. The long
range goal of collegial coaching is self-perpetuating improvement in teaching. Challenge
coaching often results in a formal plan proposed by all participants for the resolution of a given
problem. Team coaching is a variation on peer coaching and team teaching. These teachers
coach their peers intensively in classroom settings to assist them in applying effective
methodology for ELLs.
Galbraith, P., & Anstrom, K. (1995). Peer coaching: an effective staff development model for

educators of linguistically and culturally diverse students. Directions in Language and

Education. Retrieved from ERIC database. (ED394300).

6. The Helping Children Learn at Home program is a successful program that involves
families in the goal of improved student achievement. The author recognizes that parents
involvement in education may include telephone and written communication between home and
school, attendance at school functions and parent-teacher conferences, volunteering in the
classroom, assistance with homework, home learning activities, and participation in decision-
making and other aspects of school governance. However, she found that the most effective
forms of parental involvement were those that engaged parents in working directly with their
children in learning activities in the home such as reading together, supporting completion of
homework, or providing instruction using materials sent home by teachers.
Goals are addressed in a series of six large-group workshops. At the workshops, the
facilitator creates a welcoming, learning atmosphere, acknowledges parents current skills
and knowledge, provides new learning, and encourages activities at home. Home visits are
scheduled and the workshop content is reviewed. There is a Try This at Home activity. Parents
receive other parent mentors. During the program, participants are provided with
developmentally appropriate materials to use with their children at home including a board
game, a kit of supplies for drawing/writing activities, and a family journal.
The success of the program is largely attributed to skill of facilitator/his fluency in L1, the
involvement of additional community agencies and individuals, and the in-home support com-
ponent, and the additional support provided to participants beyond the scope of the program.
Jasinski, M. (2012). Helping children to learn at home: a family project to support young

English-language learners. TESL Canada Journal, 29(6), 224-230. Retrieved from ERIC

database. (EJ989912).


7. This article describes research done to find strategies that may help ESL students contribute
to meaningful class discussions. Activating ELLs prior knowledge is one of the best ways to
elicit participation in meaningful group discussions. A method to employ is using anticipation
guides. They can be created in the following manner: write three to ten statements to help
students challenge themselves to evaluate their beliefs; create columns where students may
record their responses to the statements with agree-disagree or yes-no; give students time to
respond to the statements prior to reading; students read the selection or book and may confirm
or discredit their responses after reading; and give students opportunities to discuss their
responses in a small group discussion and explain how they relate to the story. A benefit is that
enhanced word meaning, motivation, and prior knowledge can be triggered.
Navarro, A. (2010). Promoting Discussions in ESL Students. Retrieved from ERIC database.

(ED512733).

8. The authors describe a technique in the ELL classroom called The Partner Reading and
Content, Too (PRC2), which focuses on content learning. This routine provides a scaffold for
ELLs developing skill in reading and learning with informational texts by incorporating the key
principles that research has shown to support these learners. The authors constructed these
methods based on their beliefs that students need to read daily from materials at their
instructional or independent reading level if they are going to improve as readers; students need
regular opportunities to talk and use academic vocabulary and discourse; learning is
enhanced when students ask and answer their own questions; factual knowledge is important
in content learning; however, students need regular opportunities to think at higher levels; and
students need to be guided in using informational texts and textbooks.
For PRC2, a student is paired with another student with similar reading levels and interest.
Teachers should model the following six steps: 1. partners preview the whole book during their
first engagement with the text. 2. for each two-page spread, both partners first read the pages
silently to get a sense of the text. 3. partners reread their page to prepare for their performance
read and select a question to ask their partner either from a prepared question sheet or a
question written using questioning approaches with which they are familiar. 4. each partner
reads a page or section orally and then asks a question of the listening partner; partners then
talk about the text, providing them an opportunity to gain ownership of the academic
vocabulary and concepts. 5. partners switch roles-reader and listener-as they read section by
section. 6. each partner adds words to a personal academic vocabulary notebook at end of
PRC2.
The benefit of PRC2 then is an increase in ELL actual reading of appropriate content
materials by matching materials to students' reading development. PRC2 also provides a setting
in which students ask and answer their own questions and take control over their learning.
Also, the process of partner questioning supports students as they extend their academic talk,
and in that process to think at higher levels.
Ogle, D., & Correa-Kovtun, A. (2010). Supporting english-language learners and struggling
readers in content literacy with the "partner reading and content, too" routine. The Reading
Teacher, 63(7), 532-542. Retrieved from http://search.proquest.com/docview/203282606?
accountid=8289

9. The authors provide information on teaching students a technique called code switching,
which teachers can demonstrate to their students. Code switching is a strategy that helps people
communicate in socially and culturally appropriate ways. It is a natural and often unconscious
response to modify use of vocabulary, sentence structure, intonation, and topic of discussion
according to situation. They discuss an example of how to incorporate code switching into a
lesson: initially, students do an exercise to learn the meaning and use of idioms. The teacher
will ask students to stop her if anyone in the class, including the teacher, used an idiom. These
idioms were then, in a sense, translated into Standard English sentences. More importantly, the
teacher can monitor her own use of dialect while teaching academic content. For educators,
clearly defining expectations of communication and identifying instances where Standard
English should be used then becomes an effective instructional strategy. The code-switching
strategy cues students on the appropriate use of Standard English to communicate their learning
both orally and in writing.
The importance of Academic language is also stressed. Sheltered Instruction Observation
Protocol (SIOP) is a research-based model of instruction that stresses the integration of language
and content instruction. An example provided is a teacher who tried to elicit the meaning for
"tissue" and "organ" in a science content and specifically stated that she didn't mean the tissue
that's used to blow noses or the organ played at church. By so doing, she explicitly compared
social language and academic language. Comparing and contrasting students' native/home
language to academic language (whether by code switching or social vs content meaning) is used
as a tool to learn Academic language.
O'Neal, D., & Ringler, M. (2010). Broadening our view of linguistic diversity. Phi Delta
Kappan, 91(7), 48-52. Retrieved from http://search.proquest.com/docview/218499887?
accountid=8289

10. This article makes the distinction that bilingual programs are used when normally one L1 is
present, but when classrooms have a diverse L1 population, the program is called ESL. The pull-
out model is described are generally used in elementary settings and and ESL period for middle
schoolers.
Bilingual programs require a teacher fluent in both languages or two teachers, one of whom
is bilingual. The classroom ideally is half ELLs and half native speakers. Some practices in a
bilingual classroom include: languages used on alternating days; alternate morning and
afternoon; or divide the use of the two languages by academic subject. This benefits both
groups as native English speakers and speakers of another language have the opportunity to
acquire proficiency in a second language while continuing to develop their native language
skills. Students serve as native-speaker role models for their peers.
Other program models include: sheltered English or content-based programs group
language, where teachers use English as the medium for providing content area instruction,
adapting their language to the proficiency level of the students. They may also use gestures and
visual aids to help students understand. Structured immersion programs use only English, but
there is no explicit ESL instruction. As in sheltered English and content-based programs, English
is taught through the content areas.
Characteristics of program model elements that work are: supportive whole-school contexts;
high expectations for language minority students; intensive staff development programs
designed to assist ALL teachers; expert instructional leaders and teachers, including
principals who are supportive of staff and their autonomy while cognizant of policy; emphasis on
functional communication between teacher and students and among fellow students;
organization of the instruction of basic skills and academic content around thematic
units; frequent student interaction through the use of collaborative learning techniques; and
involvement of majority and minority parents in formal parent support activities.
Successful program models for promoting the academic achievement of language
minority students are those that enable these students to develop academic skills while
learning English. The best program organization is one that is tailored to meet the
linguistic, academic, and affective needs of students; provides language minority
students with the instruction necessary to allow them to progress through school at a
rate commensurate with their native-English-speaking peers; and makes the best use of
district and community resources.
Rennie, J. (1993). ESL and bilingual program models. Retrieved from ERIC database.
(ED362072).