Promoting Academic Achievement Among English Learners
A Guide to the Research
- Claude Goldenberg - Stanford University, USA
- Rhoda Coleman - California State University, Long Beach, USA
"Given the number of English learners already in our schools and the rate at which this population is growing, effectively educating language-minority students is one of the greatest challenges schools face. In this lucid, concise, and reader-friendly review of research, the authors present the information needed to create the strongest possible instructional programs."
—Michael F. Graves, Professor of Literacy Education, Emeritus
University of Minnesota
"The authors have done an exceptionally good job of capturing the major trends, differing perspectives, and many challenges in schooling English language learners while putting forth a vision for the immediate future that is solidly grounded in research and in current and evolving knowledge."
—Liliana Minaya-Rowe, Associate Researcher
Center for Data-Driven Reform
Johns Hopkins University
"A must-read for administrators, program developers, policy makers, and educators who make decisions about English language learners. Promoting Academic Achievement Among English Learners is a trustworthy source for determining what is known about providing the highest-quality educational services for language-minority students."
—Patricia G. Mathes, Texas Instruments Chair of Reading
Professor of Teaching and Learning
Southern Methodist University
Discover the research and facts on what works in educating English learners!
A generation or two ago, the achievement of children who came to school knowing little or no English was not a prominent national issue. Today, with the increased focus on school accountability and educational equity, it is.
This comprehensive resource explores the research on promoting academic success among language-minority students. The authors offer educators a firm basis for making decisions on policies and programs for English learners and provide research-based discussions on what we know about:
- Bilingual education and using a student's home language in instruction
- Teaching English and academic content simultaneously
- School and district factors that affect achievement for English learners
- Sociocultural factors in success, including the influence of parents and families
"Given the number of English learners already in our schools and the rate at which this population is growing, effectively educating language-minority students is one of the greatest challenges schools face. To meet this challenge, as Goldenberg and Coleman forcefully argue, we need to be guided by the best research available. In this lucid, concise, and reader-friendly review of the research on teaching English learners, the authors present the information that teachers, curriculum specialists, and policy makers need to create the strongest possible instructional programs. But this book is more than a review of research—it also includes specific recommendations that follow from the research. I highly recommend this excellent book to everyone concerned with the education of language-minority children.”
"The authors have done an exceptionally good job of capturing the major trends, differing perspectives, and many challenges in schooling of English language learners, while putting forth a vision for the immediate future that is solidly grounded in research and in current and evolving knowledge. This book is essential reading for all teachers, teacher educators, and policy makers."
"A must-read for administrators, program developers, policy makers, and educators who make decisions about English language learners (ELLs) in our schools. Goldenberg and Coleman synthesize a complex body of research into a work that is objective, comprehensive, and understandable. While they address the theories and common beliefs that often drive practice with ELLs, they focus on what is known to be effective for ELLs based on child outcome data. They are also honest and transparent about their own opinions and clear when they are discussing known facts. In sum, this book represents a trustworthy source for determining what is known about providing the highest quality educational services for students who are ELLs."
