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Supporting Young English Learners in the United States

The Future of children, 2016-09, Vol.26 (2), p.159-183 [Peer Reviewed Journal]

Copyright © 2016 The Trustees of Princeton University ;Copyright © 2008 The Woodrow Wilson School of Public and International Affairs at Princeton Universi ;COPYRIGHT 2016 Princeton University-Woodrow Wilson School of Public and International Affairs ;COPYRIGHT 2016 Princeton University-Woodrow Wilson School of Public and International Affairs ;Copyright Princeton University Fall 2016 ;ISSN: 1054-8289 ;ISSN: 1550-1558 ;EISSN: 1550-1558 ;DOI: 10.1353/foc.2016.0017 ;CODEN: FCHIEW

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Title:
Supporting Young English Learners in the United States
Author: Barrow, Lisa ; Markman-Pithers, Lisa
Subjects: Academic learning ; Achievement Gap ; Bilingual Education ; Bilingual students ; Bilingualism ; California ; Education ; Educational Legislation ; Educational Quality ; Educational research ; Elementary school students ; Elementary Secondary Education ; English (Second language) ; English as a second language ; English immersion ; English language ; English Language Learners ; English Only Movement ; Evaluation ; Federal Legislation ; Florida ; Foreign speakers ; Illinois ; Immersion Programs ; Kindergarten education ; Language immersion programs ; Language Proficiency ; Language Usage ; Methods ; Minority Group Students ; Native languages ; New York ; No Child Left Behind Act 2001 ; Preschool Education ; Second language acquisition ; Second Language Instruction ; Second language learning ; Study and teaching ; Study and teaching (Elementary) ; Study and teaching (Middle school) ; Study and teaching (Preschool) ; Teaching Methods ; Texas ; United States ; Young Children
Is Part Of: The Future of children, 2016-09, Vol.26 (2), p.159-183
Description: Simply put, children with poor English skills are less likely to succeed in school and beyond. What s the best way to teach English to young children who aren't native English speakers? In this article, Lisa Barrow and Lisa Markman-Pithers examine the state of English learner education in the United States and review the evidence behind different teaching methods. Models for teaching English learner children are often characterized as either English immersion (instruction only in English) or bilingual education (instruction occurs both in English and in the students' native language), although each type includes several broad categories. Which form of instruction is most effective is a challenging question to answer, even with the most rigorous research strategies. This uncertainty stems in part from the fact that, in a debate with political overtones, researchers and policymakers don't share a consensus on the ultimate goal of education for English learners. Is it to help English learner students become truly bilingual or to help them become proficient in the English language as quickly as possible? On the whole, Barrow and Markman-Pithers write, it's still hard to reach firm conclusions regarding the overall effectiveness of different forms of instruction for English learners. Although some evidence tilts toward bilingual education, recent experiments suggest that English learners achieve about the same English proficiency whether they're placed in bilingual or English immersion programs. But beyond learning English, bilingual programs may confer other advantages—for example, students in bilingual classes do better in their native languages. And because low-quality classroom instruction is associated with poorer outcomes no matter which method of instruction is used, the authors say that in many contexts, improving classroom quality may be the best way to help young English learners succeed.
Publisher: Princeton: Woodrow Wilson School of Public and International Affairs at Princeton University and the Brookings Institution
Language: English
Identifier: ISSN: 1054-8289
ISSN: 1550-1558
EISSN: 1550-1558
DOI: 10.1353/foc.2016.0017
CODEN: FCHIEW
Source: ProQuest One Psychology
ERIC Full Text Only (Discovery)
Alma/SFX Local Collection
ProQuest Central

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Supporting Young English Learners in the United States

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