EdResearch For Recovery - Brief 15 - Supports for Students Who are English Learners

Oct 15, 2026

Uploaded by Jacob

EdResearch for Recovery Brief No. 15 examines how English Learner (EL) students can receive research-backed supports for academic success and linguistic development in instruction altered by COVID-19. The brief highlights EL population growth and diversity, key federal requirements, and common gaps in leader and teacher training. It recommends culturally and linguistically responsive strategies, ongoing professional learning, high-quality resources and targeted technology, attendance outreach in students’ native languages, and investments such as extended learning time and tutoring.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Central Question

Key Insights

Breaking Down the Issue

Strategies to Consider

Strategies to Avoid

EdResearch For Recovery February 2021 SUPPORTS FOR STUDENTS WHO ARE ENGLISH LEARNERS Madeline Mavrogordato | Michigan State University Rebecca Callahan & David DeMatthews | University of Texas at Austin Elena Izquierdo | University of Texas at El Paso Brief No. 15 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. Click here to learn more about the EdResearch for Recovery Project and view the set of COVID-19 response-andrecovery topic areas and practitioner-generated questions. ~~ ~~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? ~~ ~~KEY~~ ~~INSIGHTS~~ ~~ Breaking Down the Issue EL students are a rapidly growing and diverse population entitled to English language development instruction that will allow meaningful access to academic content. 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. School leader and teacher training rarely provides sufficient support for how to meet the unique needs of EL students. Strategies to Consider Concrete steps to embrace the cultural and linguistic assets of EL students, families, and communities can lead to higher levels of trust and engagement among all stakeholders and improve students’ academic identity and achievement. Continuous professional learning, inquiry, and collaboration between ELand general education teachers can improve instruction for EL students. High-quality instructional resources designed specifically for EL students coupled with carefully-selected technologies can increase student achievement and language proficiency. Attendance monitoring systems coupled with targeted outreach efforts in students’ native language can help improve attendance for all students, but particularly ELs. Additional funding for EL students provided through Title III and the CARES Act can be invested in key strategies such as extended learning time and small group tutoring. Strategies to Avoid Even prior to the financial strain caused by the pandemic, there have been concerns about districts diverting funding earmarked for EL students to other uses. Mere translation of content is insufficient to meet EL students’ needs. EdResearch for Recovery-February 2021 1 EdResearch For Recovery ~~ ~~BREAKING~~ ~~DOWN~~ ~~THE~~ ~~ISSUE~~ ~~ EL students are a rapidly growing and diverse population entitled to English language development instruction that will allow meaningful access to academic content. Roughly 5 million children, or 10% of public school students, are classified as ELs. EL students represent a broad range of cultures, languages, and backgrounds. Nearly 75% of ELs are Spanish speaking, though in total ELs speak more than 400 languages. While some ELs are immigrants, the majority were born in the United States; 85% of pre-kindergarten to 5th grade EL students and 62% of 6th to 12th grade EL students are U.S.-born. While EL students have historically been concentrated in traditional immigrant gateway states (e.g., CA, TX, NY) and large urban school districts, more recently the Latino/a diaspora has led to an increase in EL populations across the country. More than three-quarters of public schools serve EL students. Representation of EL students is rising in urban, suburban, and rural schools. There are marked educational disparities between ELs and their peers. ELs fall behind their non-EL peers on standardized testing, are less li

FAQs

What central question does Brief No. 15 address?

What research-backed practices can districts, school leaders, and classroom teachers use to support English Learner (EL) students’ academic success and linguistic development in COVID-19 transformed instruction.

What are the key insights about EL students and their needs?

EL students are a rapidly growing and diverse group entitled to English language development instruction for meaningful access to academic content. Federal laws govern EL education and require continued accountability, while training often lacks sufficient support for EL needs.

Which strategies does the brief recommend and which should be avoided?

Recommended steps include leveraging EL cultural and linguistic assets, continuous professional learning and collaboration, using high-quality EL-specific resources and carefully selected technologies, and improving attendance with native-language outreach. Avoid mere translation of content and improper redistribution of EL-designated funds.

Oct 15, 2026

Uploaded by Jacob