English Language Learners

Developing Academic Language: Got Words?

By: E. Sutton Flynt and William G. Brozo (2008)

Concerns about how to build academic vocabulary and weave its instruction into curricula are common among classroom teachers. This article reviews the research, and offers some practical suggestions for teachers.

Pre-K and Latinos

By: Pre-K Now (2008)

Latino children make up the largest and most rapidly growing racial/ethnic minority population in the U.S. Find out how pre-K programs can play a key role in helping these children in school readiness and educational achievement.

Second Language Acquisition

By: American Speech-Language-Hearing Association (2008)

Anyone at any age can learn a second language after a first language is already established, but it takes a lot of practice. Second language acquisition often happens when a child who speaks a language other than English goes to school for the first time. This American Speech-Language-Hearing Association brief looks at the best way to teach a second language and how speech professionals can help.

Learning Two Languages

By: American Speech-Language-Hearing Association (2008)

Learning to speak two languages is like learning any other skill. To do it well, children need lots of practice, which parents can help provide. This American Speech-Language-Hearing Association brief gives information and tips for parents.

Interactivity Seen as Key

By: Mary Ann Zehr (2007)

Technology that encourages interactive learning can be an effective tool for teaching English language learners, even if the technology is not specifically designed particularly for ELLs.

What Does Research Tell Us About Teaching Reading to English Language Learners?

By: Suzanne Irujo (2007)

In this article, a seasoned ELL teacher synthesizes her own classroom experience and the findings of the National Literacy Panel on Language-Minority Children and Youth to make recommendations for effective literacy instruction of ELL students.

Communication Strategies for All Classrooms: Focusing on English Language Learners and Students with Learning Disabilities

By: Dale S. Brown and Karen Ford (2007)

Here are some concrete suggestions for teachers who want to communicate well with all of their students, especially English language learners and students with learning disabilities. Incorporate these suggestions and you will reach many more students.

How to Create a Welcoming Classroom Environment

By: Colorín Colorado (2007)

Chances are that your English language learners (ELLs) come from a culture with traditions and family values that differ from mainstream American culture.

Extending English-language learners' Classroom Interactions Using the Response Protocol

By: Kathleen A.J. Mohr and Eric S. Mohr (2007)

Despite the need to use and develop their English-language proficiency, English-language learners (ELLs) are often quiet during classroom discussions. The Response Protocol was developed to help teachers elicit and support the oral interactions of ELL students.

School Counselors and School Psychologists: Collaborating to Ensure Minority Students Receive Appropriate Consideration for Special Educational Programs

By: Andres Barona and Maryann Santos de Barona (2006)

This article discusses the challenges in providing psychoeducational services to the rapidly increasing minority populations in the U.S. and offers a brief elaboration of the role and function of school counselors and school psychologists and how they can meet the mental health and educational needs of this large and growing population.

Children and Bilingualism

By: American Speech-Language-Hearing Association (2005)

Children pick up languages much more easily than adults. This article answers some common questions about raising bilingual children.

What's 'Normal,' What's Not: Acquiring English as a Second Language

By: Celeste Roseberry-McKibbin and Alejandro Brice (2005)

How can you tell when a student has a language-learning disability and when he or she is merely in the normal process of acquiring a second language?

Simple Ways to Encourage Learning

By: Colorín Colorado (2004)

The following tips explain simple things you can do to help encourage your child to read, learn, and succeed!

English Language Learners and the Five Essential Components of Reading Instruction

By: Beth Antunez (2002)

Find out how teachers can play to the strengths and shore up the weaknesses of English Language Learners in each of the Reading First content areas.

Reading Research and English Language Learners

By: Beth Antunez (2002)

These studies reveal the importance of native language proficiency and the development of oral language skills for later reading and writing.

Bilingual Students With Disabilities Get Special Help

By: Mary Ann Zehr (2001)

There are many children who are eligible for both special education and English as a Second Language instruction, but few models for how to serve these children well. Learn about a program in Clark County, Nevada in which dually trained teachers provide overlapping instruction to meet both these needs.

Context Counts in Second Language Learning

By: Aida Walqui (2000)

Learning a second language is hard, but it can be made easier when the teacher knows a bit about the similarities between the first and second languages, and can successfully motivate students.

Raising Children With More Than One Language

By: Annick De Houwer (1999)

Many children are raised with a home language different from the language at school, and this has given rise to many misconceptions about language learning. This will help parents learn the facts, and get information about helping their second language learner.

Preventing Difficulties for Low English Proficiency Children

By: Susan Burns, Peg Griffin, and Catherine Snow (1999)

Hispanic students in the United States are at especially high risk of reading difficulties. Despite progress over the past 15 to 20 years, they are about twice as likely as non-Hispanic whites to read well below average for their age.

Recommendations for Teaching Reading to ELLs

By: Catherine Snow, Susan Burns, and Peg Griffin (1998)

Although more research is needed, the research we do have suggests that knowing how to speak English makes it easier to learn to read English. This article makes some recommendations for teaching reading to non-English-speaking children, and raises questions for future research.