English Learners Access to Instruction in Upper Elementary School

• In Event: AERA Roundtable Session 10
  In Roundtable Session: Studying and Supporting Teachers' Support of English Learners

Abstract

As the English learner (EL) population grows in the United States, one area of concern is ELs access to high-quality instruction in the general education classroom. This study used the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (ECLS-K) to investigate the types of instruction ELs received in fourth and fifth grade reading, math, and science classes, and if that systematically varied from the types of instruction their non-EL counterparts experienced. Examining use of instructional practices, we find few systematic differences between the two groups of students. However, the small differences we found are in practices that are beneficial to ELs, as ELs spent more time on vocabulary in reading class and using manipulatives and visuals in math class.

Authors

• Laura Northrop, Cleveland State University

• Elena Andrei, Cleveland State University