Practices for ELLs in Elementary Mainstream Classrooms:
Literacy and Math
Alanis, I. (2007). Developing literacy through culturally relevant texts. Social
Studies and the Young Learner, 20(1), 29-32.
Recently the author was working with a group of elementary bilingual
teachers along a remote section of the Texas/Mexico border. She had been
asked to facilitate the development of their social studies curriculum for their
new dual-language program. She realized that although these teachers had
experience working with culturally and linguistically diverse children, they
had little experience using books that related to their children's cultural
backgrounds. In order to successfully prepare young students for active
citizenry in a democratic society, effective teachers recognize, honor, and
incorporate children's voices in all areas of curricula. Given the growing
percentage of Latino/a youth in American schools, the author offers three
strategies for facilitating the development of Mexican American children's
cultural and linguistic identities as they acquire language and literacy: (1)
listening to oral storytelling; (2) creating individual historical narratives; and
(3) using biographies to develop a broader historical understanding of the
Mexican American experience in the United States. In addition, she offers
considerations for choosing culturally relevant texts as well as a list of
suggested literature for Mexican American children.
Chen, I. C. (2003). Mainstream teachers' practices and accommodations in
pre-reading instruction for English language learners (Doctoral
dissertation). Retrieved from ProQuest. (Accession No. 3094285)
Schema theory informs us that what we learn and experience influences our
comprehension of text. Pre-reading instruction is designed to activate and
build on background knowledge and build on this learning and experience
before we read a text. Most of the research on schema theory has been done
with native speakers in United States public school classrooms. We know
little about how mainstream teachers utilize pre-reading instruction and
accommodations for English language learners (ELLs). The observational
study investigated teachers' practices and accommodations of pre-reading
instruction in primary-grade mainstream classrooms with moderate
percentages of ELLs. Two primary-grade teachers in a suburb of a city in the
mountain states participated in the study. Multiple data sources were gathered,
including direct observations, lesson audiotape, interviews, and reading text.
Findings from this study revealed that these effective teachers used seven
main types of pre-reading instruction, including a variety of pre-reading
instruction. Data analysis revealed that these two teachers activated and built
upon students' background knowledge prior to reading by primarily making
connections between the text and student experiences. The second most
frequent pre-reading instructional practice was to help set a purpose for
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Practices for ELLs in Elementary Mainstream Classrooms:
Literacy and Math
reading. Teachers in this study made several more generic accommodations
for their ELLs than specific accommodations. Observed generic
accommodations included bringing realia, visual aids, and objects for the
reading lesson. Only one incident of a specific L2 language accommodation
for ELLs was observed. Teachers in this study acknowledged that vocabulary
and comprehension instruction for all learners were important but especially
critical for ELLs. They were constantly struggling to help their ELLs catch up.
ELLs not only need specific accommodations in English but also must
construct content knowledge. These research results provide insight into
documenting the specific pre-reading instruction used by practicing teachers,
particularly practices relating to activating and building students' background
knowledge and setting a purpose for reading. While teachers in this study used
effective generic accommodations for ELLs, they made almost no specific
ELL language accommodations for ELLs.
Denton, C. A., Anthony, J. L., Parker, R., & Hasbrouck, J. E. (2004). Effects of
two tutoring programs on the English reading development of
Spanish-English bilingual students. The Elementary School Journal,
104(4), 289-305.
Spanish-dominant bilingual students in grades 2-5 were tutored 3 times per
week for 40 minutes over 10 weeks, using 2 English reading interventions.
Tutoring took place from February through April of 1 school year. One, Read
Well, combined systematic phonics instruction with practice in decodable text,
and the other, a revised version of Read Naturally, consisted of repeated
reading, with contextualized vocabulary and comprehension instruction. The
progress of tutored students (n = 51) was compared to that of nontutored
classmates (n = 42) using subtests of the Woodcock Reading Mastery
Tests-Revised. Students who received systematic phonics instruction made
significant progress in word identification but not in word attack or passage
comprehension. There were no significant effects for students in the repeated
reading condition.
Estrada-Reveles, U. (2007). Language learning strategies teachers use to
accelerate achievement among fourth-grade elementary school Hispanic
English learners in sheltered math classes (Doctoral dissertation).
Retrieved from ProQuest. (Accession No. 3290074)
The purposes of this study were to determine which language learning
strategies were: (1) used more frequently by fourth-grade sheltered math
teachers at selected Los Angeles County elementary schools, and (2) reported
as especially helpful to accelerate math achievement among Hispanic English
learners. Methodology. Forty-one fourth-grade elementary teachers from
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Practices for ELLs in Elementary Mainstream Classrooms:
Literacy and Math
twelve Los Angeles County schools participated in this study. Two
instruments, a survey and interview protocol, were developed and used in this
study. Forty-one teachers received and returned surveys. Twelve teachers
were nominated and completed individual interviews. Descriptive statistics
were applied to quantitative data to determine which strategies teachers use
more frequently. Qualitative methods were applied to determine which
strategies were especially helpful in accelerating math achievement among
fourth-grade Hispanic English learners. Findings. Eight language learning
strategies were taught more frequently: (1) work in groups to solve problems,
(2) clarify math materials with peers, (3) order and classify math concepts,
(4) use pictures and imagery to understand math, (5) apply new vocabulary
words to math problems, (6) check and correct calculations, (7) check to
ensure that all steps in math problems are completed, and (8) work toward
personal math goals. Three language learning strategies were reported as
especially helpful: (1) teaching English learners to work together in groups to
solve math problems, (2) teaching Hispanic English learners to use pictures or
imagery to represent information in a math problems, and (3) teaching English
learners to check their work to determine that they make correct calculations.
Conclusions. The findings suggest: (1) teachers who accelerate math
achievement among fourth-grade Hispanic English learners successfully
integrate selected social, cognitive, metacognitive, and affective language
learning strategies that affords their students the opportunity to engage in
learning at all levels of Bloom's Taxonomy, and (2) cooperative learning
strategies accelerate math achievement among Hispanic English learners
because they complement Hispanic cultural norms including interactive group
work and peer and teacher support.
Greenwood, C. R. (2001). Class wide peer tutoring learning management system.
Remedial & Special Education, 22(1), 34-47.
For the past 18 years, we have engaged in a program of research designed to
improve the literacy of poor culturally and linguistically diverse students and
English language learners (ELL) in urban elementary schools. Intervention
research has addressed the issue of what works best, how it can be applied and
sustained schoolwide, and how computer and information management
technology can improve quality and reduce teachers' work loads. The net
product of this research is the ClassWide Peer Tutoring Learning Management
System (CWPT-LMS). In this article, we report on use of the CWPT-LMS in
the literacy instruction of elementary-level ELL. Five ELL teachers and 117
students in a multiracial/multiethnic urban elementary school, including
students with disabilities, participated in the study. Results indicated that ELL
made considerable progress in mastering the curriculum over periods ranging
from 15 to 21 weeks of school across teachers, teachers implemented CWPT
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Practices for ELLs in Elementary Mainstream Classrooms:
Literacy and Math
to high standards of fidelity, students' and teachers' satisfaction with the
CWPT program was high, and consultation improved program
implementation and student outcomes of all but one classroom. Implications
of these findings are discussed.
Lovett, M. W., De Palma, M., Frijters, J., Steinbach, K., Temple, M., Benson, N.,
& Lacerenza, L. (2008). Interventions for Reading Difficulties: A
Comparison of Response to Intervention by ELL and EFL Struggling
Readers. Journal of Learning Disabilities, 41(4), 333.
This article explores whether struggling readers from different primary
language backgrounds differ in response to phonologically based remediation.
Following random assignment to one of three reading interventions or to a
special education reading control program, reading and reading-related
outcomes of 166 struggling readers were assessed before, during, and
following 105 intervention hours. Struggling readers met criteria for reading
disability, were below average in oral language and verbal skills, and varied in
English as a first language (EFL) versus English-language learner (ELL)
status. The research-based interventions proved superior to the special
education control on both reading outcomes and rate of growth. No
differences were revealed for children of EFL or ELL status in intervention
outcomes or growth during intervention. Oral language abilities at entry were
highly predictive of final outcomes and of reading growth during intervention,
with greater language impairment being associated with greater growth.
Nozaki, Y. (2000). Essentializing dilemma and multiculturalist pedagogy: An
ethnographic study of Japanese children in a U.S. school. Anthropology &
Education Quarterly, 31(3), 355-380.
This article examines some Japanese children's experiences at a U.S.
elementary school, as well as their teachers' pedagogical responses. Two
discourses of difference-"individual difference" and "social/cultural
difference"-were used in the school in somewhat dichotomous ways, and the
combination worked against those children who had difficulty adjusting. A
third pedagogic discourse of difference needs to be constructed to aid teachers
facing essentializing dilemmas.
Peter, J. A. H. (2000). Examining the participation of English-language learners
during large group literacy lessons: An ethnographic study of a mainstream
classroom (Doctoral Dissertation). Retrieved from ProQuest. (Accession
No. 9977306)
Meeting the educational needs of a growing population of school-aged
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Practices for ELLs in Elementary Mainstream Classrooms:
Literacy and Math
English-language learners (ELLs) is a complex and highly charged political,
cultural, social, and educational challenge, and appropriate literacy instruction
is at the center of the turmoil. Classroom teachers, although they frequently
have little preparation and support, often provide this instruction to ELLs in
mainstream classrooms. This ethnographic study analyzed features of
large-group literacy lessons that supported or constrained participation by
ELLs. In addition, the social structure of the literacy event was examined by
analyzing how ELLs participated in large-group lessons. Participants, four
ELLs and a native English-speaking teacher in a mainstream, kindergarten
classroom, engaged in a variety of literacy activities during large-group
lessons. Data included field notes from 71 lessons, informal interviews, and
artifacts collected over 1 school year. Results indicate that ELLs do
participate in literacy activities when four supportive features are in place.
These features include (a) specific opportunities to participate; (b) repetition
in either the structure of the activity, content, topic, or materials; (c) diverse
options for expression in addition to oral language; and (d) teacher and/or peer
demonstrations. In addition, results show that six specific roles were available
to all students during literacy lessons, but ELLs typically had access to and
appropriated only three of the roles. In lessons that incorporated supportive
features, ELLs were more likely to engage in a wider variety of roles. One
ELL actively resisted participation for an extended time, and analysis of this
case demonstrates the importance of continuing to provide opportunities for
the nonparticipant. Findings underscore the significance of incorporating
supportive features in large-group literacy lessons for ELLs, and highlight the
importance of providing access to a variety of social roles during the literacy
event for this group of literacy learners.
Whitin, P., & Whitin, D. J. (2006). Making Connections through Math-Related
Book Pairs. Teaching Children Mathematics, 13(4), 196-202.
The article discusses teacher Mirella Rizzo's experience using books to
engage her second-grade students in mathematics. Rizzo teaches students in
an urban school and has a number of English Language Learners (ELL) in her
class. After having a disappointing experience using the book "How Many
Snails?" to teach comparison and sets, Rizzo realized that her ELL students
were misunderstanding the comparative terms. Using the wordless book
"More, Fewer, Less," helped her class understand the relationship between
details and sets and verbalize it for themselves. They then were able transition
from understanding sets to making their own illustrations depicting sets with
various characteristics.
Yoon, B. (2007). Offering or limiting opportunities: Teachers' roles and
approaches to English-Language learners' participation in literacy
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Practices for ELLs in Elementary Mainstream Classrooms:
Literacy and Math
activities. International Reading Association, 61(3), 216-225.
As more and more English-language learners are spending time in mainstream
classrooms with native speakers, teachers’ concerns to better support their
ELLs’ participation in literacy activities have increased. Inspired by his
observation with two English language teachers whose different pedagogical
approaches and interactions with students affected the degree of ELLs’
participation, the author carried out this further study to explore teacher’s role
and approaches to ELLs’ participation in literacy participation. After
examining the two six-grade English-language teachers and four ELLs’
participatory behaviors in their regular classrooms, the authors found that the
ELLs' active or passive participation was much influenced by the teachers'
approaches to students, but not by the teachers' use of specific methods only.
While one teacher’s focus on American culture provided little room for the
ELLs' participation in the cultural discourse, the other teachers' approach
embracing ELLs' cultural and social needs promoted their participation.
Therefore, the author suggests that reading teachers need to be aware of their
roles and teaching practices as supports or constraints on ELLs' active
participation in the mainstream classroom.
Zuniga-Hill, C.. & Yopp, R. H. (1996). Practices of Elementary School Teachers
of Second Language Learners. Teacher Education Quarterly, 23(1), 83-97.
This study examined the practices of exemplary elementary teachers of
second-language learners. Observations of and interviews with eight teachers
found five common practices (engaging in reflective practice; embedding
instruction in a respectful context; using current instructional strategies;
activating students' prior knowledge; and maintaining enabling behaviors,
language, and attitudes toward students
Silverman, R. D. (2007). Vocabulary development of English-language and
English-only learners in kindergarten. Elementary School Journal, 107(4),
365-383.
In this study I investigated the effectiveness of a kindergarten vocabulary
intervention, developed based on previous research on characteristics of
effective vocabulary intervention through storybook read-aloud, in 5
kindergarten classrooms. Among these classrooms were 3 mainstream, 1
two-way bilingual, and 1 structured immersion classroom. The classrooms
served 44 English-only (EO) and 28 English-language-learning (ELL)
children. Linear growth analyses investigated children's learning of taught
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Practices for ELLs in Elementary Mainstream Classrooms:
Literacy and Math
words, as assessed by a researcher-designed vocabulary measure, and their
overall growth in vocabulary knowledge, measured by the Test of Language
Development Primary:3. Findings showed that ELLs learned target words at
the same rate, and grew in general vocabulary at a faster rate, than EOs.
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