View in EDS

Supports for Students Who Are English Learners. Brief No. 15

Saved in:
Bibliographic Details
Title: Supports for Students Who Are English Learners. Brief No. 15
Language: English
Authors: Mavrogordato, Madeline, Callahan, Rebecca, DeMatthews, David, Izquierdo, Elena, EdResearch for Recovery Project, Annenberg Institute for School Reform at Brown University, Results for America, Michigan State University (MSU), College of Education
Source: EdResearch for Recovery Project. 2021.
Availability: EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery
Peer Reviewed: N
Page Count: 6
Publication Date: 2021
Sponsoring Agency: Bill and Melinda Gates Foundation
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, English Language Learners, Student Needs, Equal Education, Student Diversity, Federal Legislation, Accountability, Pandemics, COVID-19, Professional Development, Teacher Collaboration, Educational Resources, Attendance, Financial Support, Federal Aid, Educational Legislation, Barriers, Language Usage, Native Language, Family Involvement, Technology Integration, Extended School Day, Educational Technology, Technology Uses in Education, Small Group Instruction, Resource Allocation
Laws, Policies and Program Identifiers: Coronavirus Aid Relief and Economic Security Act 2020, Elementary and Secondary Education Act Title III
Abstract: This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: Recognizing longstanding educational inequities, what research-backed practices can district administrators, school leaders, and classroom teachers use to support English Learner (EL) students' academic success and linguistic development in an instructional context transformed by COVID-19? In order to answer this question, the brief breaks down the issue into three points: (1) EL students are a rapidly growing and diverse population entitled to English language development instruction that will allow meaningful access to academic content; (2) Complex federal laws govern the education of EL students and continue to hold state and local education agencies accountable for their academic performance even during the pandemic; and (3) School leader and teacher training rarely provides sufficient support for how to meet the unique needs of EL students. Based on these points, the brief provides five strategies to consider and two strategies to avoid. [This brief was co-prepared by the University of Texas at El Paso (UTEP) and the University of Texas at Austin, College of Education.]
Abstractor: ERIC
Entry Date: 2021
Accession Number: ED613788
Database: ERIC
Description
Abstract:This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: Recognizing longstanding educational inequities, what research-backed practices can district administrators, school leaders, and classroom teachers use to support English Learner (EL) students' academic success and linguistic development in an instructional context transformed by COVID-19? In order to answer this question, the brief breaks down the issue into three points: (1) EL students are a rapidly growing and diverse population entitled to English language development instruction that will allow meaningful access to academic content; (2) Complex federal laws govern the education of EL students and continue to hold state and local education agencies accountable for their academic performance even during the pandemic; and (3) School leader and teacher training rarely provides sufficient support for how to meet the unique needs of EL students. Based on these points, the brief provides five strategies to consider and two strategies to avoid. [This brief was co-prepared by the University of Texas at El Paso (UTEP) and the University of Texas at Austin, College of Education.]