Lessons Learned about the Literacy Instruction of English Language Learners from Several Research Studies : Lessons Learned about the Literacy Instruction of English Language Learners from Several Research Studies Georgia Earnest García
University of Illinois @ Urbana-Champaign
International Research Association, May 2005
Slide2 : Purpose
To aggregate qualitative findings from four research studies to discuss and identify positive and negative features of literacy instruction for English Language Learners (Mandarin, Spanish, Turkish speakers)
Slide3 :
1. Rationale for Purpose
2. Lit Review and Research Questions
3. List of Studies
4. Instructional Findings
5. Implications
Rationale : Rationale García (2000) called for longitudinal research on literacy development of English Language Learners in two languages that takes into account
different types of instruction
settings in which students are taught
social and contextual factors
Sociocultural Perspective : Sociocultural Perspective Content (focus of instruction and activity definition)
Process (how instruction is executed, timing, location)
Social interactions
Participants’ identities and motivation
(Hernández, 1989; Moll, 1990; Tharp & Gallimore, 1988; Wersch, 1985)
Review of instructional literature : Review of instructional literature Whole class, teacher directed, passive instruction (Ramírez, Yuen, & Ramey,1991; Padrón, 1994)
Untrained teachers, large class sizes (Moss & Puma, 1995)
Combining literature-based instruction with quality ESL can be effective for strong L1 readers (Elley, 1991)
Lit review cont. : Lit review cont. Did not comprehend instruction or literacy assignments in all English settings (Brock, et al.; Schmidt, 1993).
Early literacy activities seemed to work but lower vocab (Fitzgerald & Noblit, 2000), used sheltered instruction, but unexplained variability
Effective use of ESL techniques to shelter storybook reading (Carger, 1993)
Effective use of L1 support--preview, clarifications, participate in either language (Battle, 1993)
Lit review cont. : Lit review cont. Improved participation when allowed to use Spanish and English (Moll, et. al, 1980, 2001; Gutiérrez, et. al, 1997)
CALLA, but not really tested yet (Chamot & O’Malley, 1996)
Research Questions : : Research Questions : 1. What characterizes the literacy instruction of English language learners in different instructional settings?
2. What factors influence students’ literacy instruction and development?
3. What are the positive and negative features of instruction for English language learners?
List of Studies : List of Studies 1st-2nd grade Spanish speakers’ literacy instruction in Spanish and ESL classes
1st-grade Turkish speakers’ oral language, literacy instruction and development in Turkish, ESL, all English
Mandarin and Spanish speakers’ writing instruction and development (4, 5, 6th graders), L1, ESL, all English
Spanish-speaking students’ ESL/English & Spanish reading instruction in an urban district (2, 3, 4th graders)
Three lines of research involved Kent School : Three lines of research involved Kent School Kent School (390 students, 130 ELLs from 13 countries
Transitional program of study
30-45 minutes of L1 language instruction (Intl instructors)
30-160 minutes of ESL instruction (ESL/bilingual teachers)
105-225 minutes of all English instruction ((classroom teachers)
1. Two-year longitudinal, study of eight 1st- 2nd grade Spanish-speakers (García & López- Velásquez, 1998) : 1. Two-year longitudinal, study of eight 1st- 2nd grade Spanish-speakers (García & López- Velásquez, 1998) (Activity setting theory, Tharp & Gallimore, 1998, and Gee’s Discourse analysis, 2002)
- Formal and informal literacy instruction
- Coordination of Spanish and ESL instruction
- Year 1-Kent School (Spring); Year 2-Laurel School
- Year 1 & 2: addtl 60 min. Sp. reading instruction
Comparison of Spanish and ESL literacy instruction (year 1) : Comparison of Spanish and ESL literacy instruction (year 1) Spanish teacher (S. A.), EdM. Bilingual ed
ESL teachers (US), certified, ESL (1), working on ESL (2)
Cummins: introduce new concepts/activities in Sp., build on them in ESL
Some overlap, but two different cultural worlds
Spanish teacher’s instruction informed by cultural insights
Comparison of Spanish and ESL literacy instruction (Spring, year 1) : Comparison of Spanish and ESL literacy instruction (Spring, year 1) Spanish (60 min.)
Letter names, alphabet, word reading--vowels, syllables, fluent oral reading
Choral reading and recitation of rhymes, poems, and songs
Charts and booklets ESL (105 min.)
Decoding, chunking, fluent reading of connected text--varies by group and class (1, 2)
Separate small group instruction; content-based ESL, small group
Lots of books (1, 2)
Spanish and ESL literacy instruction cont. : Spanish and ESL literacy instruction cont. Spanish
Teacher read aloud once/week
L2 features
Thematic: occupations, seasons, food sources
Content based Sp.: integrate reading, writing, listening, speaking-theme focus
ESL
Daily teacher read aloud (1, 2)
L2 features
Thematic (1, 2): frogs, space (1, 2), food groups
Content-based ESL: integrate reading, writing, listening, speaking-science focus (1, 2)
Spanish and ESL literacy instruction cont. : Spanish and ESL literacy instruction cont. Spanish
L2 features cont.
Sheltered Spanish-Gestures, drawings, illustrations, drama, physical action
Sheltered speech-simple, clearly enunciated, and slowed speech
ESL
L2 features cont.
Sheltered English (1, 2) Gestures, drawings, illustrations, drama, physical action
NOT for instructions (1, 2)
Did not shelter speech (1, 2)
Slide17 : Content-based ESL lesson: Thematic (1, 2)
During 90 minutes: 5 different instructional activities
Journal writing (a pond is a home two meny animals?)
Teacher read aloud of Where is My Duckling?
Display of names and drawings of animals prior to continued journal writing
Placement of magnetic animals on pond drawing (near, on, in)
Small group reading: read-stop-read approach
Slide18 : Content-based ESL lesson: Thematic (1, 2)
During 90 minutes: 5 different instructional activities
Journal writing (a pond is a home two meny animals?)
Teacher read aloud of Where is My Duckling?
Display of names and drawings of animals prior to continued journal writing
Placement of magnetic animals on pond drawing (near, on, in)
Small group reading: read-stop-read approach
Year 2 -Spanish instruction : Year 2 -Spanish instruction New school--only L2 group with high income students
5 students from Year 1 (14 total)
Same Spanish teacher; new ESL teacher (3)
More books in Spanish, but not used
Sp--still whole class instruction, focus on decoding, some dictated writing, no small groups/centers (S.A. influence)
Some coordination with all-English classes but not ESL
Year 2 -ESL instruction : Year 2 -ESL instruction Reading groups (2) for 60 min.
Content-based ESL (science/social studies) for 45 min.-develops oral vocabulary, reading, writing
Writing to enter into reading (LEA)
Teaches grammar through reading and based on journal writing
Tapes the books and sends home books and tapes
May use Spanish, check out Eng. & Sp. books
Year 2 - Performance : Year 2 - Performance Spanish rdg English
*Ignacio strongest LS+ CR (2) LW
*Felipe strong FS CR LW
*José weak LS CR LW
María weak LS LR LW
Miguel non-reader FS LR LW
Year 2 -ESL instruction : Year 2 -ESL instruction “The ones who can read well and who have a lot of vocabulary [in Spanish] , they do a lot better….”
“The free writing, that’s really hard for them, they do better with directed, ok, tell me this, and they’ll write it down.”
3rd grade recommendation: Ignacio and Felipe out of ESL except for 60 min. of ESL reading instruction.
2. Two Turkish first graders’ oral language and literacy instruction and development (Camlibel, 2005) : 2. Two Turkish first graders’ oral language and literacy instruction and development (Camlibel, 2005) Cognitive, linguistic, and sociocultural perspectives
L1, ESL, all English classrooms at Kent (Feb-June)
Researcher directed summer tasks
Turkish literacy in L1:
Turkish instructional materials
Emphasis on alphabet, decoding, chunking
Reading extended text
Turkish students : Turkish students Both had problems with differences in alphabet
Both had limited participation in all English class
ESL classroom a haven
Alp
high participation in ESL
high oral English proficiency
could not decode in Turkish/English
remedial” reading instruction of limited help (monolingual)
Kindergarten in US (lacked metalinguistic awareness)
Turkish students cont. : Turkish students cont. Zehrah
limited participant in ESL
learned to decode in Turkish/English
higher English reading than oral English proficiency
kindergarten in Turkey
did not separate literacy by context
Combined Findings for 1st and 2nd graders : Combined Findings for 1st and 2nd graders Some students benefit from simultaneous instruction; others don’t (L1 early literacy? Long term problems?)
Benefit from content-based instruction on a theme that integrates reading, writing, speaking, listening
Need sheltered English, even for seatwork
Need better coordination between L1 and ESL instruction
Only Spanish teacher emphasized students’ cultures
Need more equitable funding, instructional time, personnel
3. Mandarin and Spanish speakers’ writing instruction and development (McCarthey & García, 2005; McCarthey, et al., 2004) : 3. Mandarin and Spanish speakers’ writing instruction and development (McCarthey & García, 2005; McCarthey, et al., 2004) Sociocultural, literate and cultural identities
Two year longitudinal study
6 Mandarin and 5 Spanish speakers
4 schools (Kent School-Spring, year 1)
3 L1 classes, 2 ESL, 4 all English classrooms (Yr 1)
Home and School (Yr 2)
Year 1: Kent School : Year 1: Kent School Similar type of content based ESL instruction
ESL (1): Use writing to document and summarize science experiments
ESL (1): Book reports
ESL (4): Not hands on science, but content based
Allow L1 oral use; L1 aide
Limited use of process writing approach
Year 1 cont. : Year 1 cont. Journal writing (initially draw a picture, describe in L1- 4)
Students did not always understand purpose of writing assignments
30 additional minutes of reading/writing for beginners and advanced ELLs (4)
L1 classrooms:
Traditional instruction to prevent language loss
Required district writing (helped with L1 writing)
Literacy Performance : Literacy Performance Susie 3rd 3rd-LES 4th-CEW 4th-4.9
Ch-Ming 4th 4th-NES 4th-NEW 4th-3.7
Paul 3rd 5th-LES 4th-LEW 5th-8.2
W-Hsien 5th 5th-NES 5th-NEW 5th-5.6
Hui-Tzu 5th --- --- 5th-3.6
Elena 3rd 3rd-FES 4th-LEW 4th-2.2
Roberto 3rd 3rd-FES 4th-LEW 4th-4.6
Manuel 4th 5th-LES 4th-LEW
Combined Findings : Combined Findings Support Collier & Thomas (1989): Immigrate at 8-9, attain grade level performance quicker than 5-6
Students are resilient
Benefit from content based ESL instruction with integration of reading, writing, listening, speaking
Some students made use of L1 class for L1 writing, identity
Combined Findings : Combined Findings Benefit from separate reading/writing instruction for ELLs (case study of Manuel)
Yr 2: Placed in Title 1 at middle school
Yr 1: read 15 books; Yr 2: 3 books
Writing for in class assignments :
“If I had more time, I would have written other things….I did not have a lot of time to think for that…because it was class work.”
4. IES study of cognitive strategy, responsive engagement in an urban district (García, et al., in progress; García, Pearson, Taylor with Bauer & Stahl) : 4. IES study of cognitive strategy, responsive engagement in an urban district (García, et al., in progress; García, Pearson, Taylor with Bauer & Stahl) Mixed design
Professional staff development
Grades 2 & 3 (Spanish); Grades 4 (English- ESL/transitional)
11 of 14 teachers are Latina
Some teachers are certified; some with ESL/bilingual
Whole class, teacher directed instruction
Literacy Instruction in Urban District : Literacy Instruction in Urban District 2nd grade: 70% Spanish, 30% English >> 60% Spanish, 40% English; 4th grade: 20%, 80% >> 100%
Not used to centers, literature circles, small groups
Used poetry (2nd), basal (4th)
Only English during ESL instruction (2nd and 4th)
English immersion in bilingual classroom
Concurrent translation
No sheltering of English instruction
Teacher opinions/complaints : Teacher opinions/complaints Second graders would not orally participate in English literacy activities
Fourth graders too dependent on teacher; would not work on own or with other students
None/few of the students in 4th grade classrooms knew Spanish
Changes : Changes (Culturally different from other sites)
Students participated more when could use Spanish
Preview/review in Spanish of English text helped
Encouraged to shelter English
Teachers in cognitive strategy and responsive engagement were able to conduct small groups and students participated
Instructional Implications : Instructional Implications English literacy instruction needs to be designed for ELLs
Sheltered English for beginning ELLs
Coordinated with L1 instruction
Need to know L1 development (and culture)
Content-based ESL very helpful but addtl literacy instruction needed
Small group, active instruction not whole class
Encourage use of L1 for discussion, cont. reading, etc.
Slide38 : L1 literacy instruction needs to incorporate high quality literacy activities (reading and writing)
be based on L1 structure of language, culturally responsive
sheltered L1 not needed
Content based instruction helpful but separate literacy instruction also needed
Small group, active instruction, not whole class
Needs to be coordinated with ESL instruction
Equitably treated--personnel, time, books, training
Methodological Implications : Methodological Implications Value to combining qualitative findings from same sites to get wider sociocultural perspective
Value to comparing and contrasting findings from different sites
Trade-off, lose richness and compelling details
BUT, can begin to address major questions regarding possible variability in student performance, best practices, etc.