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ERIC Number: EJ917583
Record Type: Journal
Publication Date: 2011
Pages: 4
Abstractor: ERIC
Reference Count: 5
ISBN: N/A
ISSN: ISSN-0271-6062
Effective Instruction for English-Language Learners
Protheroe, Nancy
Principal, v90 n3 p26-29 Jan-Feb 2011
Schools across the country are currently facing the challenge of increasing numbers of students identified as English-language learners (ELL). Thus, knowledge of research about effective instruction for ELLs is becoming more important. On a positive note for principals, work has been done during the past few years to pull together critical components of a large and complex research base on ELL instruction in a way that provides practical guidance. This brief review of research focused on instructional strategies of ELL students highlights both the complexity of the task and the importance of educators' roles in developing effective programs. However, there are a few findings that should be stressed. First, explicit support for ELL students' use of their native languages can help--not hinder--their capacity to use and understand English. Second, instructional approaches identified by other research as effective with students in general can also be effective with ELLs; however, these students also need strategies specifically aligned with their needs. Finally, the system makes a difference--it can add to or detract from a classroom teacher's ability to educate ELLs. This includes factors such as the role of ELL staff, the use of resources, and support for classroom teachers.
National Association of Elementary School Principals (NAESP). 1615 Duke Street, Alexandria, VA 22314. Tel: 800-386-2377; Tel: 703-684-3345; Fax: 800-396-2377; e-mail: naesp@naesp.org; Web site: http://www.naesp.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A