EMSTAC
Elementary & Middle Schools
Technical Assistance Center
Instructional Strategies for English
Language Learners
The Elementary and Middle Schools
Technical Assistance Center
Expert Online Chat Event
With Dr. Russell Gersten
Eugene Research Institute
September 28, 2000 - 4:00 - 5:00 p.m. E.S.T.
EMSTAC
1000 Thomas Jefferson St., Suite 400
Washington, DC 20007-3835
Emstac@air.org
Effective Instructional Strategies
for English Language Learners
09/28/00 - 4:00 p.m. - 5:00 p.m., EST
Facilitators:
Dr. Russell Gersten, Eugene Research Institute
Chat Event Description
Dr. Russell Gersten, affiliated with our partner organization, The Eugene
Research Institute, facilitated our discussion regarding English as a Second
Language and discussed his recent article Integrative Synthesis of the
Empirical and Professional Knowledge Bases on Effective Instruction for
English-Language Learners with Learning Disabilities and Those At-Risk for
School Failure.
The following is the unedited transcript from the one-hour chat event.
Russell says, “Greetings! My name is Russell Gersten, and I am a professor
of special education at the University of Oregon and the Director of Eugene
Research Institute. I received my doctorate in special education from the
University of Oregon in 1978. My interest areas include studies of the
process of change, reading comprehension, bilingual education, and teacher
development. Our topic today is effective instructional practices for Englishlanguage learners. Recently Scott Baker and I conducted a review of the
literature in this area as well as conducted focus groups on this topic. Our
findings are available in the Summer 2000 issue of Exceptional Children.”
JudyW says, “Good afternoon Russell—I think we have Diane Thomas and
several of her colleagues from El Paso on…she is a Linking Agent”
Russell says, “To very briefly review our findings, we found that English
Language Development (ELD) is the weakest area for English-language
learners. Additionally, students in special education often need to move
more slowly in ELD and it is critical and that the students’ teachers
consciously spend time on ELD during content learning in reading, math, and
other content areas. Are there any questions from El Paso? We conducted
research there 10 years ago. Judy, do you have any questions from your
sites?
Sritter says, “Hi everyone! Judy, is it normal that the screen continues to
bring me back to the beginning before I’ve read all the way to the bottom?”
Jess says, “Hi, this is Jessica Saunders. I am a Research Assistant at AIR,
and I work with EMSTAC. Can everyone post a message so we know who is
here?
Russell says, “The chat seems to work best with Internet explorer.”
Judyw says, “That’s interesting to note…also the attendee feature will not
work if a person has not posted anything—so everyone has to post to be
included in this list. Russell—In your article in Exceptional Children, you
indicated that an inadequate amount of time is allowed for language learning
in sheltered content classes—I know that teachers are frustrated because
they don’t have enough time now—how can they integrate language
development and content instruction?
Russell says, “Teachers need to have a 10 minute block of time during the
lesson where the goal is to have kids speak in English about the topic. It
seems best to pair them up and have them talk through concept maps or
questions generated by the teacher with their partner and then share it with
the whole group.”
Judyw says, “Do you find that teacher – general and special education
teachers, receive preserve training in this area—most of what you found in
your research pertains to “good teaching!! Amazing!”
Diane Thomas says, “hello”
Judyw says, “Hi Diane-welcome back”
Russell says, “It seems best if parents are given very specific instruction on
ways to help their child. Such as asking the child to read to them and
having ways to correct errors and provide praise. Instructions should be
obviously in a language the parents understand.”
Jmargolin says, “hello”
Russell says, “Any other questions?”
Judyw says, “Russell—have you found research that considers the variable
of parental involvement in English Language Development?”
Sritter says, “Some of the results suggest that critically analyzing the
development and use of a child’s oral language is important, and I would
think this would be the case for students in early childhood, as well as those
in the upper elementary and middle school grades. In many emergentreading programs, Reading Recovery, for example, focus on oral language
and understanding of the concepts of print and environmental print are
emphasized. Is it logical or prudent to assume, then, that these kinds of
techniques might also be helpful with English Language Learners?”
Russell says, “Only one study supports parent involvement. Absolutely, but
kinds also need time devoted to more formal academics. They need both.”
Jess says, “Russell, do you think it is beneficial to remove ESL students
from the fast-paced classroom environment in order to provide them with
more in-depth language development instruction? Or does removing them
from the classroom have detrimental effects to learning/socialization, that
outweigh the benefits?”
Russell says, “I wish I knew the answer to this. There are advantages to
being with peers who are proficient. Probably a combination of some pullout
and some time with peers is best.”
Sritter says, “If I could back up one question, Russell, I want to confirm
that by formal academics you are referring to other subject areas and
content, not just language/literacy development. Is that right?”
Russell says, “Yes. But I also mean formal work in reading, that is learning
how to read, as well as math, science, etc. the whole day can’t only be
developed to oral language. There must be time for serious academic
learning.
Sritter says, “Thanks. So, what are some more direct approaches teachers
can incorporate into a balanced literacy program that would be most
beneficial? Are there any that will benefit an entire class?”
Russell says, “Programs like Open Court seem to work pretty well. I think
the new generation of basal series being developed to meet CA and TX
standards will be good. Work on phonemic awareness is often really
appreciated by the students.”
Judyw says, “Diane Thomas from El Paso just called…her system froze and
she was unable to get back into the chat – not sure if this is our end ..or
hers…I don’t think there are any external people on…are there? Russell – we
may end this early if that’s okay with you.”
Sritter says, “My attendees list disappeared, so I can’t tell who is on
anymore. I hope I’m not dominating the question asking. Speaking of CA,
there are mixed reports on the latest round of test results there. Is this an
appropriate forum to ask what the experts are saying about that issue? Are
the immersion programs really “working better” than the former bilingual
programs?
Russell says, “I have not followed this closely. My sense is that some are
arguing that the combination of more use of immersion and the new reading
language arts framework are leading to the higher achievement levels.”
Judyw says, “Russell—Thanks so much for your time..I’m glad that you
were able to address some of the questions posed…Hopefully we will have
the technical questions fixed in the future and we can have you back on!!!”
Sritter says, “Thanks!”