ENGLISH-ONLY AND BILINGUAL APPROACHES TO INSTRUCTION The Sobrato Early Academic Literacy (SEAL) Program is an example of a pre-K to grade 3 approach that educates ELs in predominantly English settings as well as in those that are bilingual (see Box 7-1). Given findings that the levels of proficiency in an EL’s home language and in English at school entry are related to the time to English proficiency in the K-12 grades ( Thompson, 2015), more attention is needed to how the early grades, especially K-5, build the academic language that young children need to be successful in school. The evidence is now clear that becoming proficient in English and able to perform at grade level in core academic subjects in English takes time and occurs over several grades (see Chapter 6) ( Thompson, 2015 Umansky and Reardon, 2014 Valentino and Reardon, 2015). Department of Education has issued nonregulatory guidance on how states can better connect their early education programs with pre-K to 12 education, as proposed under the Every Student Succeeds Act (ESSA) (see Chapter 2 for more detail). Research on children’s learning, programs, and policies follows a divide between early learning programs (birth to 5) and pre-K to 12 education (ages 3 to 21) in the United States ( Takanishi, 2016). CONNECTING EFFECTIVE PROGRAMS FOR DUAL LANGUAGE LEARNERS BIRTH TO AGE 5 WITH ENGLISH LEARNERS IN PRE-K TO 12 (See Box 1-1 in Chapter 1 for details.)ĮLs face the dual tasks of achieving English proficiency while mastering grade-level academic subjects. When referring to the broader group of children and adolescents ages birth to 21, the term “DLLs/ELs” is used. All students, including ELs, are expected to engage with academic content that is considerably more demanding than in previous years, and they must now demonstrate deeper levels of understanding and analysis of that content.ġ When referring to young children ages birth to 5 in their homes, communities, or early care and education programs, this report uses the term “dual language learners” or “DLLs.” When referring to children ages 5 and older in the pre-K to 12 education system, the term “English learners” or “ELs” is used. Schools throughout the nation are teaching to higher curricular standards in core subject areas-English language arts, social studies, mathematics, and science ( Bunch, 2013 Cantrell et al., 2009 Echevarria et al., 2011 Lara-Alecio et al., 2012). The chapter ends with conclusions.Īttention to how ELs are faring in grades pre-K to 12 comes at a pivotal time in American education. Next, the chapter reviews district-wide practices related to the educational progress of ELs and examines the role of family engagement in ELs’ educational success. This is followed by a review of the research on instructional practices for developing ELs’ oral language proficiency in grades K-12. 1 It then provides an overview of the English-only and bilingual programs that serve ELs in grades pre-K to 12 and the evaluation research that compares outcomes for ELs instructed in English-only programs with ELs instructed in bilingual programs. This chapter begins with a discussion about connecting effective programs for dual language learners (DLLs) with effective programs and practices for English learners (ELs). Programs for English Learners in Grades Pre-K to 12
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