What Works For Multilingual Students?

RESEARCH

What works for multilingual students?

By Elizabeth Foster

Categories: Data, English learners, Evaluation & impact, Research

Ensuring multilingual students are supported in accessing academic content is critical to those students achieving grade-level standards. But it can be challenging to determine which evidence-based strategies to employ amidst the pressure of maintaining the pace of lessons and curriculum. Research syntheses are an efficient way to understand what we know so far. A recent synthesis of research studies about professional learning that supports teachers in addressing the literacy needs of multilingual students with evidence-based instruction and intervention offers guidance and practical strategies as a helpful starting point. The Study Shelton, A., Hogan, E., Chow, J., & Wexler, J. (2023). A synthesis of professional development targeting literacy instruction and intervention for English learners. Review of Educational Research, 93(1), 37-72. Methodology This synthesis aimed to determine

Read the remaining content with membership access. Join or log in below to continue.

Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.

References

Baker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C.P., Morris, J., Gersten, R., Haymond, K., Kieffer, M. J., Linan-Thompson, S., & Newman-Gonchar, R. (2014) Teaching academic content and literacy to English learners in elementary and middle school (NCEE 2014-4012). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Desimone, L.M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199.

Learning Forward. (2022). Standards for Professional Learning. Author.

Ortiz, A.A. & Robertson, P.M. (2018). Preparing teachers to serve English learners with language- and/or literacy-related difficulties and disabilities. Teacher Education and Special Education, 41(3), 176-187.

Elizabeth Foster

Senior Vice President, Research and Strategy | + posts

Elizabeth Foster is the senior vice president of research and strategy at Learning Forward. She leads the organization’s research efforts for partnerships, programs, and fundraising. Elizabeth co-wrote the Standards for Professional Learning (2022) with Tracy Crow and now facilitates learning sessions about the standards and develops resources that support their use and implementation.