[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-591449-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-591449-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","unlocking-the-research-on-english-learners-what-we-knowand-dont-yet-knowabout-effective-instruction","Unlocking the Research on English Learners - What We Know—and Don’t Yet Know—about Effective Instruction","","Explores research on English learner instruction, highlighting the rapid growth of publications since early 2000s reviews while emphasizing a gap in evidence for common instructional practices. Argues that general effective practices may transfer to English learners, that they need additional instructional supports, and that home language can support academic development. Emphasizes early and ample opportunities to build English proficiency, aligning implications with implementation needs under new Common Core standards.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/unlocking-the-research-on-english-learners-what-we-knowand-dont-yet-knowabout-effective-instruction/591449/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/unlocking-the-research-on-english-learners-what-we-knowand-dont-yet-knowabout-effective-instruction/591449.png","ImageObject",300,407,{"name":42,"@type":43},"supergirl","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the article say about the current research base for English learner instruction?","Question",{"text":63,"@type":64},"It notes a surprising lack of research on common practices for more than 5 million English learners, including content-area instruction. The gap is described as applying to multiple areas such as promoting English language development and teaching math and history.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What are the three main principles the author identifies from the research?",{"text":68,"@type":64},"The author identifies: (I) generally effective practices are likely to be effective with English learners, (II) English learners require additional instructional supports, and (III) the home language can be used to promote academic development.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the article connect effective instruction to standards like the Common Core?",{"text":72,"@type":64},"It argues that effective instruction is foundational but may not be sufficient for accelerated learning. With the Common Core emphasizing complex English texts and language/literacy skills, English learners need additional help and teachers need substantial support to meet the demands.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},591449,1793105646,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":115,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Unlocking the Research on English Learners  \nWhat We Know—and Don’t Yet Know—about  \nEffective Instruction  \niLLUSTRATiONS BY PAUL ZWOLAK  \nBy Claude Goldenberg  \nThe number of professional publications aimed at improv  \ning instruction for English learners has exploded since  \nthe early 2000s. Dozens of books, articles, and reports were published in the space ofa few years following the appearance of two major research reviews in 2006.1 According to  \nClaude Goldenberg is a professor of education at Stanford University. Previously, at California State University, Long Beach, he was a professor of teacher education, an associate dean of the College of Education, and the executive director of the Center for Language Minority Education and Research. Early in his career, he taughtjunior high school in Texas and first grade in a bilingual elementary school in California. He is the recipient of the Albert J. Harris Award from the International Reading Association, among other honors. This article is adapted with permission from Claude Goldenberg, “Research on English Learner Instruction,” in Breaking Through: Effective Instruction & Assessment for Reaching English Learners, edited by Margarita Calderón (Solution Tree Press, 2012).  \none count, nearly 15 books on the topic of English learners were published in 2010 alone,2 most aimed at professional audiences. Since then, the pace has only accelerated, with new and specialized books on assessment, literacy, English language development, and content instruction for English learners (ELs) seeming to appear continuously.  \nYet there is surprisingly little research on common practices or recommendations for practice with the more than 5 million ELs in our nation’s schools, many of whom come from families in poverty and attend lower-resourced schools. This absence of adequate research applies to all areas, including promoting English language development and instruction in content areas such as math and history. One of the 2006 research reviews noted “adearth of empirical research on instructional strategies or approaches to teaching content” forELs.3 A subsequent review of research on content area instruction for ELs echoed the same theme.4 Rather than providing a list of instructional practices specifically validated by research as effective with ELs—which  \n4 AMERicAN EdUcATOR | SUMMER 2013  \nwould be a shortlist—I instead identify three important principles based in the research. These are:  \nI. Generally effective practices are likely tobe effective with ELs.  \nII. ELs require additional instructional supports.  \nIII. The home language can be used to promote academic development.  \nThere is also a fourth principle: ELs need early and ample opportunities to develop proficiency in English (see page 13 for an article devoted to that topic). For each of the three principles listed above, I provide specific examples from research on ELs.  \nThis serious look atthe research comes at an opportune time. The new Common Core State Standards (CCSS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, which have been adopted by the vast majority  \n• Clear instructions and supportive guidance as learners engage with new skills;  \n• Effective modeling of skills, strategies, and procedures;  \n• Active student engagement and participation;  \n• Informative feedback to learners;  \n• Application of new learning and transfer to new situations;  \n• Practice and periodic review;  \n• Structured, focused interactions with other students;  \n• Frequent assessments, with reteaching as needed; and  \n• Well-established classroom routines and behavior norms.  \nAll published studies with which I am familiar that have demonstrated positive effects on ELs’ achievement incorporate at least several of these features into the instructional procedures. For example, one found that structured writing instruction—including teacher instruction, error correction and feedback, and","cbCailiYhodupY7A","https://ap.wps.com/l/cbCailiYhodupY7A","pdf",376563,"English","# Unlocking the Research on English Learners\n## What We Know—and Don’t Yet Know—about Effective Instruction\n## Three Research-Based Principles for Effective Practice","[{\"question\":\"What does the article say about the current research base for English learner instruction?\",\"answer\":\"It notes a surprising lack of research on common practices for more than 5 million English learners, including content-area instruction. The gap is described as applying to multiple areas such as promoting English language development and teaching math and history.\"},{\"question\":\"What are the three main principles the author identifies from the research?\",\"answer\":\"The author identifies: (I) generally effective practices are likely to be effective with English learners, (II) English learners require additional instructional supports, and (III) the home language can be used to promote academic development.\"},{\"question\":\"How does the article connect effective instruction to standards like the Common Core?\",\"answer\":\"It argues that effective instruction is foundational but may not be sufficient for accelerated learning. With the Common Core emphasizing complex English texts and language/literacy skills, English learners need additional help and teachers need substantial support to meet the demands.\"}]","Unlocking the Research on English Learners - What We Know—and Don’t Yet Know—about Effective Instruction | PDF",1792072438,23]