Effective Instruction for English Learners

The fastest-growing student population in U.S. schools today is children of immigrants, half of whom do not speak English fluently and are thus labeled English learners. Although the federal government requires school districts to provide services to English learners, it offers states no policies to follow in identifying, assessing, placing or instructing them. 

The authors identify the elements of effective instruction and review a variety of successful program models.

Based on the studies they present, the authors assert that the quality of instruction is what matters most in educating English learners. They highlight comprehensive reform models as well as individual components of these models: school structures and leadership; language and literacy instruction; integration of language, literacy, and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes.

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