Literacy Foundations for English Learners

Foreword by Sharon Vaughn

Literacy Foundations for English Learners

A Comprehensive Guide to Evidence-Based Instruction

Edited by

Elsa Cárdenas-Hagan, Ed.D., CCC-SLP, CDT, CALT, QI

Valley Speech Language and Learning Center

Contents

1. About the Online Materials
2. About the Editor
3. About the Contributors
4. Foreword
5. Preface
6. Acknowledgments
7. Introduction to English Learners, Language, and Literacy
   • Teaching Literacy Skills to English Learners
   • Language and Literacy Development
   • Components of Literacy Instruction for English Learners
8. The Components of Literacy and English Learners
   • Phonological Awareness Development Among English Learners
   • Phonics Development Among English Learners
   • Reading Fluency Among English Learners
   • Vocabulary Instruction Among English Learners
   • Reading Comprehension Among English Learners
   • Spelling Development Among English Learners
   • Writing Development Among English Learners
9. Appendix Using Technology to Adapt and Enhance Instruction for English Learners

Introduction to English Learners, Language, and Literacy

Teaching Literacy Skills to English Learners

By completing this chapter, the reader will:

• Learn about the profiles and demographics of English learners (ELs) in the United States
• Understand the issues regarding the achievement gap between ELs and native English speakers
• Reflect on the historical perspective of bilingual education in the United States
• Learn how federal initiatives and the Common Core State Standards (CCSS) affect education for ELs
• Examine other considerations for meeting the educational needs of ELs, including multi-tiered systems of support (MTSS)

Demographics and Profiles

ELs are a fast-growing population in schools and represent a diverse population with varied backgrounds. According to McFarland et al. (2017), there were 4.9 million ELs attending public schools in the U.S., representing 9.5% of the student population.

As the population of ELs has risen, schools have struggled to implement new practices to meet the needs of these students. For example, students who speak English as a second language face a 13% chance of not graduating from high school.

Some students have recently arrived from other countries or their parents continue to speak a language other than English at home. The expected learning outcomes of new arrivals remain aligned with those of their peers, necessitating effective instruction strategies.

Federal Initiatives

Bilingual Education Act

The Bilingual Education Act, proposed in 1968, aimed to address the educational needs of students with limited English proficiency. Subsequent amendments and policies have evolved to include clearer definitions of educational opportunities.

No Child Left Behind Act (NCLB)

NCLB emphasized standardized testing and monitoring, providing students with frameworks to succeed in language and literacy.

Every Student Succeeds Act (ESSA)

ESSA allows states to determine their methods for ensuring the educational success of ELs, expanding preschool programs and reporting on educational outcomes.

Program Models for English Learners

Schools may offer several language of instruction models including:

1. English as a Second Language (ESL)
2. Structured English Immersion
3. Transitional Bilingual Education (TBE)
4. Dual Language or Two-Way Immersion

Multi-Tiered Systems of Support

A framework for meeting educational needs includes tiered levels of support from general education to targeted interventions designed to help ELs succeed academically.

Study Questions

1. What is the fastest-growing population of students in U.S. public schools?
2. What is the most common second language of ELs in the United States?
3. Describe one variable related to reading achievement among ELs.

Extended Reading and Application Activities

1. Review the CCSS literacy standards and discuss their implications for ELs.
2. Read about the waivers for annual progress related to ELs in the context of CCSS.