Foundations for Teaching English Language Learners

Foundations for Teaching English Language Learners

Language Learners

Research, Theory, Policy, and Practice

Excerpted from Foundations for Teaching English Language Learners: Research, Theory, Policy, & Practice, Fourth Edition by Wayne E. Wright, Ph.D. Copyright © 2025 by Paul H. Brookes Publishing Co., Inc. All rights reserved.

Contents

• About the Companion Website .vii
• About the Author. ix
• Preface xi
• Acknowledgments xix
• Who Are English Language Learners?..... 1
• Language.....35
• Language Learning and Teaching ..... 55
• Language and Education Policy.....75
• Instructional Models and Programs ..... 101
• Assessment.....139
• Listening and Speaking ..... 173
• Reading ..... 213
• Writing ..... 255
• Content-Area Instruction ..... 299
• Translanguaging, Effective Instruction, and Advocacy ..... 333
• Glossary..... 359
• Youth and Children’s Literature..... 375
• References ..... 377
• Index ..... 403

About the Author

Wayne E. Wright, Ph.D., Purdue University College of Education

Dr. Wayne E. Wright is Associate Dean for Research, Graduate Programs, and Faculty Development and the Barbara I. Cook Chair of Literacy and Language (with a focus on English language learners) in the College of Education at Purdue University. He is the co-principal investigator on over $10 million in federal grants focused on improving English language learning, bilingual education, and literacy instruction. Dr. Wright completed his B.A. and M.A. degrees at California State University Long Beach and his Ph.D. at Arizona State University

Dr. Wright has extensive experience in Cambodia, where he taught ESL; provided graduate education training; provided teacher professional development; and conducted research on multilingual mother-tongue education, content and language integrated learning, and other language policy- and education-related issues.

Dr. Wright has published broadly in the areas of language, education, and assessment policy and programs for language minoritized students.

Preface

Teaching multilingual learners classified as English language learners (ELLs) is an integral part of K–12 education today in the United States. According to the National Center for Education Statistics, approximately 10% of the total U.S. student population is classified as ELL, with considerable variation across rural, suburban, urban, geographic, and socioeconomic contexts.

This text prepares all teachers to integrate ELL students into their classes, engage all students with rigorous standards-aligned curriculum and texts, promote the development of oral and written English for academic purposes, and create enriching linguistically and culturally responsive classrooms.

NEW TO THE FOURTH EDITION

There have been many shifts in demographics, research, theory, policy, and practice since the third edition of this book was published. This edition updates, reviews, synthesizes, and critiques these areas as they relate to multilingual learners classified as ELL students.

The fourth edition also reflects many policy changes. For example, nearly all discussion and references to the Common Core State Standards (CCSS) have been removed, given the overwhelming decline in this movement.

This fourth edition includes many updates related to the integration of technology into oral language and literacy development and content-area instruction. New sections specifically focused on AI have been added to Chapters 6 through Chapter 11.

Comprehensive, Learner-Centered Approach

Foundations for Teaching English Language Learners provides current and future educators with a solid foundation from which to make informed instructional and programmatic decisions.

Research

The practices, strategies, and techniques discussed throughout this book are grounded in research. Each chapter provides a survey of what we know from scientific research related to the chapter content.

Theory

This text reviews theories of second language acquisition, language learning and teaching, literacy development, bilingualism, and sociocultural perspectives.

Practice

This book makes explicit connections among theory, research, policy, and practice. Each chapter describes a range of research-based practices (i.e., approaches, methods, strategies, and techniques) that teachers can implement.

Special Features

Guiding Questions

Each chapter opens with a series of questions that preview the concepts and practical focus of the chapter.

Research Activities

Research Activities offer students the opportunity to conduct short projects on topics and issues discussed in the chapter.