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The text contrasts ELD instruction with sheltered instruction and highlights limits of relying mainly on theory in a field with limited focused evidence. It reviews communicative language teaching principles and argues for renewed attention to form, since advanced English proficiency is critical for academic success and long-term livelihood in the U.S.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/english-language-development-guidelines-for-instruction/591450/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/english-language-development-guidelines-for-instruction/591450.png","ImageObject",300,407,{"name":92,"@type":93},"supergirl","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the document’s main purpose regarding English Language Development instruction?","Question",{"text":112,"@type":113},"It synthesizes research to provide guidelines for effective ELD instruction focused on developing English language skills for learners.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does ELD instruction differ from sheltered instruction?",{"text":117,"@type":113},"ELD instruction makes language the primary objective with content secondary, while sheltered instruction treats content as primary and language as secondary.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the text argue that attention to form matters in second-language instruction?",{"text":121,"@type":113},"It states that meaningful interaction alone may promote communicative competence, but not sufficient native-like proficiency, so correct usage of vocabulary, grammar, and interaction norms remains critical.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591450,1792166578,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","English Language Development  \nGuidelines for Instruction  \nBy William Saunders, Claude Goldenberg, and David Marcelletti  \nD  \nespite a growing US literature on educating English learners (ELs) and an upsurge in studies of vocabulary interventions,1 surprisingly little research examines the effects of instruction on ELs’ English language  \ndevelopment (ELD). Since the Supreme Court’s 1974 Lau v. Nichols decision affirming that English learners must be guaranteed a“meaningful education,” controversy over bilingual versus English-only education has dominated research and policy discus-  \nWilliam Saunders and David Marcelletti cofounded and codirect research projects at the Talking Teaching Network, a nonprofit organization. Both former teachers, they have participated in and directed research and development projects for more than 20 years that are focused on school change, English learners, English language arts, and the role of standards and assessments. Saunders is also a research associate atthe University of California, Los Angeles. Claude Goldenberg is a professor of education at Stanford University. (To learn more about Goldenberg, turn to the author’s note on page 4.) This article is adapted with permission from William Saunders and Claude Goldenberg, “Research to Guide English Language Development Instruction,” in Improving Education for English Learners: Research-Based Approaches, edited by David Dolson and Lauri Burnham-Massey (CDE Press, 2010).  \nsions of ELs. Many of the programs involved in these studies included ELD instruction, but studies sought to measure the effects of the program on academic achievement, primarily reading, rather than estimating the effects of ELD instruction on English language acquisition.  \nThis article synthesizes research that provides guidelines for ELD instruction. Many resources, such as theory, ELD standards, practitioner experience, and published programs, might provide such guidance. We focus on individual studies and research syntheses that point to how educators might provide effective ELDinstruction—instruction that focuses specifically on helping English learners develop English language skills and that is delivered in a portion of the school day separate from the academic content that all students need to learn.  \nUsing existing research to identify effective guidelines for ELD instruction is problematic. There is little that focuses specifically on K–12 ELD instruction for ELs inUS schools. In the absence of a comprehensive body of research, the field of ELD instruction has been driven mostly by theory. The result is a large body of accepted practices that are not adequately supported by research. Currently, the dominant theoretical perspective of educators is“communicative language teaching.” There are two primary tenets of communicative language teaching: (1) The goal of second-  \niLLUSTRATiONS BY PAUL ZWOLAK  \nAMERicAN EdUcATOR | SUMMER 2013 13  \nlanguage educationisto develop learners’ communicative competence (more so than formal accuracy), and (2) communication is both a goal and means for developing language.2 From this perspective, second-language learning is a social process in which language develops largely as a result of meaningful and motivated interaction with others,3 much as a first language does.4 Language  \nin use is emphasized more than knowledge about language.  \nTeachers might note that some of the practices they have come to accept as standard or even exemplary might not be represented among the guidelines we report here. This, of course, does not necessarily mean that teachers are engaged in “wrong” practices, but rather that the standard wisdom of the field needs tobe examined further through the lens of research. For example, secondlanguage acquisition teachers, theorists, and researchers have  \nELD instruction—engaging in social interactions inside and outside of school and in other pursuits requiring English proficiency (e.g., obtaining news, servi","cbCaicBSZ16b8hdF","https://ap.wps.com/l/cbCaicBSZ16b8hdF","pdf",385474,15,"English","# Guidelines for ELD Instruction\n## What ELD Instruction Is and Is Not\n## Research Base and Limitations\n## Communicative Language Teaching Framework\n## 14 Guidelines Grouped by Influence Categories","[{\"question\":\"What is the document’s main purpose regarding English Language Development instruction?\",\"answer\":\"It synthesizes research to provide guidelines for effective ELD instruction focused on developing English language skills for learners.\"},{\"question\":\"How does ELD instruction differ from sheltered instruction?\",\"answer\":\"ELD instruction makes language the primary objective with content secondary, while sheltered instruction treats content as primary and language as secondary.\"},{\"question\":\"Why does the text argue that attention to form matters in second-language instruction?\",\"answer\":\"It states that meaningful interaction alone may promote communicative competence, but not sufficient native-like proficiency, so correct usage of vocabulary, grammar, and interaction norms remains critical.\"}]","English Language Development - Guidelines for Instruction | PDF",1792072447,38]