Promoting the Educational Success of Children and Youth Learning English Promising Futures (2017) / Chapter Skim
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13 Recommendations for Policy, Practice, and Research
13 Recommendations for Policy, Practice, and Research
Pages 471-486
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From page 471... ...
The educational success and well-being of DLLs/ELs can be enhanced by aligning education and health care policies and practices with scientific evidence on effective educational programs and practices, the nature of dual language development, and the value of multilingualism and respect for cultural heritages. DLLs'/ELs' strong acquisition of their first 471
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From page 472... ...
and state agencies with oversight of such pro grams should follow the lead of Head Start/Early Head Start by provid ing specific evidence-based program guidance, practices, and strategies for engaging and serving dual language learners and their families and monitor program effectiveness. To ensure successful outcomes for DLLs, programs should be improved with respect to both their global overall quality and their use of specific dual language and cultural supports to meet these children's developmental needs.
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From page 473... ...
in grades pre-K to 12 should give all providers of services to these children and adolescents (e.g., local Head Start and Early Head Start programs, com munity-based child care centers, state preschool and child development programs) and local education agencies information about the range of valid assessment methods and tools for DLLs/ELs and guidelines for their appropriate use, especially for DLLs/ELs with disabilities.
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From page 474... ...
Department of Education should provide more detailed guidelines to state education agencies (SEAs) and LEAs on the implementation of requirements regarding family participa tion and language accommodations in the development of individual ized education plans (IEPs)
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From page 475... ...
To differentiate properly between language differences attributable to growing up with two languages and language delays in screening and identifying DLLs and ELs who may need special services, assessors should employ multiple measures and sources of information; consult with a multidisciplinary team that includes bilingual experts; collect information over time; and use family members as informants regarding birth, medical, developmental, and family history (Barrueco et al., 2012)
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From page 476... ...
should implement strategies designed to foster assessment literacy -- the ability to understand and interpret results of academic assessments administered to these children and adolescents in English or their primary language -- among personnel in federal, state, and local school agencies and DLL/EL families. These organizations should work with institutions of higher education that prepare educators and allied professionals (school psychologists, researchers, and others)
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From page 477... ...
degree with certification to teach DLLs. School districts, institutions of higher education that prepare teachers and other professionals who work with DLLs/ELs, and alternative teacher preparation programs, as well as other related service providers, should increase their efforts to attract and retain personnel who are qualified to meet the needs of DLLs/ELs, including by focusing on the pool of high school graduates with seals of biliteracy and recruiting them to become teachers
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From page 478... ...
Specific topics addressed by these studies should include the nature of the standardized statewide entry-exit criteria, the length of time for which exited ELs are included in reports of academic progress, the minimum subgroup sample size for accountability, the models chosen for gauging progress toward English language proficiency, and the manner in which states implement the evidence-based provisions of the law for district improvement programs. The research should also document and evaluate how local district adaptations to the required state accountability systems can serve the needs of school improvement efforts.
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From page 479... ...
RESEARCH AGENDA As described in Chapter 1, the committee was charged with developing a research agenda identifying gaps in knowledge about DLLs/ELs, specifically with respect to understanding the influences on their educational success. The committee found that more research is needed on the policies that govern DLLs'/ELs' education and shape their life experiences; the social, cognitive, and linguistic development and learning trajectories of ELs over the pre-K to grade 12 period; the effectiveness of alternative instructional models (including dual language models)
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From page 480... ...
• nvestigations of EL programs that include state-by-state numbers and I types of language instruction educational programs and demographic information about the students enrolled in these programs. Language Development: Birth to Age 5 • tudies of the ways in which parents from different ethnolinguistic groups S in the United States use language with DLLs, and the relationship be tween their usage patterns and their children's later language and aca demic outcomes.
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From page 481... ...
Effective Programs and Practices: Birth to Age 5 • esearch on the effectiveness of program elements and specific strat R egies for promoting the educational outcomes of DLLs, including the amount and duration of L1 support necessary for DLLs with different lev els of prior English exposure and teacher-child interactions that promote improved outcomes, how much and what kind of professional develop ment is needed for implementers of programs, and how models and strat egies that have been shown to be effective with DLLs can be sustainably implemented. • tudies of effective accommodations and enhancements for ECE pro S grams that promote cognitive/academic and linguistic aspects of devel opment while building on the socioemotional/cultural strengths of DLLs.
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From page 482... ...
Specifically, research is needed on how English language proficiency theories and English language proficiency assessments reflect how ELs acquire and demonstrate their English language skills and knowledge in classrooms. Effective Programs and Practices: Pre-K to Grade 12 • esearch on the effectiveness of program elements and specific strate R gies for promoting academic achievement and other educational out comes of ELs, in particular: - amount and duration of L1 support necessary for ELs with differ The ent levels of prior English exposure.
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From page 483... ...
• I nvestigation of alternative instructional strategies for ELs and their rela tive effectiveness with respect to English language development. In par ticular, research is needed to examine the differential effectiveness of explicit language instruction linked to content instruction on EL language learning and the conditions under which this approach is more or less effective than approaches that are less explicit, taking into consideration specific learner subgroups (e.g., ELs with low versus ELs with relatively high proficiency in English)
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From page 484... ...
• n-depth examination of the philosophies and curricula of current teacher I preparation and education administration programs to determine effec tive ways of increasing the use of current research evidence (on English language acquisition, language development, and brain development)
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From page 485... ...
RECOMMENDATIONS FOR POLICY, PRACTICE, AND RESEARCH 485 REFERENCE Barrueco, S., Lopez, M., Ong, C., and Lozano, P
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