Breaking the Unequal Cycle: English Language Learners in American Schools

• In Event: 41.062 - Bridging the Differences: Equitable Education Opportunities in Barbados, Ghana, New Zealand, and the United States

Abstract

Objectives: The study aims to reveal what educational policies and practices that research during 2005-2016 has proved to bring positive impacts on English language learners’ (ELLs) achievement, and to implement research-based policies and practices in ELL education.

Theoretical framework: This study looks beyond the classroom and into the larger social-cultural environment for policies and practices bearing positive impacts on the learning of ELLs (Figure 1). This study critiques, evaluates and interprets studies through a critical race theory (Ladson-Billings, 1998), the Monitor Model Theory (Krashen, 1985) and Culturally Responsive Teaching (Gay, 2001; Ladson-Billings, 1994).
Method, data source and analysis: Education databases were searched. Keywords searches included: ELL and instructional strategies, education policies, best practices, socio-cultural environment, and family support. Approximately 150 articles were generated from preliminary search dated between 2005-2016. Practitioner papers, policy briefs, and literature reviews were excluded; and only thirty empirical studies that met the selection criteria were included. Using the methods of qualitative evidence synthesis (Saldaña, 2013), the researchers identified the common themes.
Results: Preliminary results confirm “teachers’ beliefs about students, curriculum content and materials, instructional approaches, educational settings, and teacher education” matter in students learning (Ladson-Billings, 1994, p.22) and that teachers with culturally responsive and socially just teaching practices (Cochran-Smith et al., 2015), and knowledge of English language acquisition and assessment have a significant effect on student outcomes. Effective ELL teachers have high expectations; employ various instructional materials and strategies; use interactive rather than didactic methods; make connections between new concepts to students’ everyday experiences; and help students become critical thinkers and problem solvers. Thus, improving the policies that stipulate teacher knowledge and skills for working with ELLs is one way to improve the educational outcomes for these students (Samson & Collins, 2012). Family and peer support with positive learning environment lead to improved learning outcomes for ELLs. Policies and practices that address social, political and economic discrepancies between ELLs and non-ELLs will have long-term positive impact on ELL learning.
Significance: The mass movement of people across the world resulted in highly diverse student populations in American schools (Cochran-Smith, Villegas, Brams, Chavez-Morena, Mills, & Stern, 2015). However, the rapid growth of the ELL population (1 out of 4 students) has not been matched by sufficient growth in teachers’ knowledge of how to best work with them. Though schools are legally obligated to provide quality education to language minority students (Office of Civil Rights, 1992; Samson & Collins, 2012), huge gaps exist in learning outcomes between ELLs and their mainstream peers. This study critically examines and analyzes studies showing positive impact on the education of ELLs, aiming to build a bridge between educational theories, research and classroom instructions. Since 2000, three quarters of existing research focus on developing teacher candidates’ affirming view on diversity (Cochran-Smith et al., 2015), which certainly plays an important role. However, it is imperative to see how the affirming view on diversity affects students’ learning and teachers’ instruction, and to identify pathways that ensure ELLs’ success.

Authors

• Guofang Wan, University of West Florida

• Michael R. Scott, The University of Texas - Austin

• Ellen Yeh, Columbia College Chicago