In the last few weeks I have found more recent and relevant research to support my driving question. There have been many researchers who have focused on English Language Learners and their language acquisition in their L2 (Second language), but I have found some research that supports there IS a connection with English Language Learners who struggle with English oral language acquisition and decoding and reading comprehension. 

Since 2000, several U.S. studies have reported that explicit reading instruction with a focus on reading sub-skills is effective for both native speakers of English and students learning to speak English (Fitzgerald & Noblit, 1999, 2000; Gersten & Baker, 2003; Gunn, Biglan, Smolkowski, & Ary, 2000; Haager & Windmueller, 2001; Linan-Thompson, Vaughn, Hickman-Davis, & Kouzekanani, 2003; National Reading Panel, 2000; Weber & LonghiChirlin, 2001). 

The first research study I looked at was conducted in 2006 and focused on the Effectiveness of an English Intervention for First-Grade English Language Learners at Risk for Reading Problems.  This research wanted to know if struggling readers who were native Spanish speakers but learning to read in English made greater growth in reading and language when participating in intense, small-group reading interventions in addition to their core reading instruction in English. (Vaughn et al., 2006).  This research study aimed to determine the effectiveness of what we in California, and in NVUSD call Designated ELD.  A state-mandated, protected time where ELLs get explicit instruction in the language function of English. This lends itself nicely to the work I am currently focused on, which is facilitating the work of our K-5 ELA/ELD Leads in a protocol called ELL Shadowing (Soto, 2009).  This allows us to focus on one student's listening and speaking for several hours, in order for us to better understand how we can support that student's language acquisition and in turn support their reading comprehension skills.

This 2006 research recognized that students could learn to master the code in English with intensive intervention but might not make adequate progress in comprehension unless we aligned the intervention with current research on developing vocabulary and comprehension skills. (Vaughn et al., 2006).  This highlights much of the research I have found that when explicitly teaching phonics and word study it needs to be in a connected text.  One, ideally, that has some developing vocabulary and allows for focus on comprehension skills.  This would happen within a small group setting, and be support again in Designated ELD to give these ELLs another support with language.

In an effort to better understand the KEY elements that make-up an effective intervention for ELLs I dug deeper into Gersten and Geva's 2003 research.  Their intervention highlighted 6 instructional practices in reading that are effective for beginning readers: (a) explicit teaching, (b) promotion of English language learning, (c) phonemic awareness and decoding, (d) vocabulary development, (e) interactive teaching that maximizes student engagement, and (f) instruction that produces opportunities for accurate responses with feedback for struggling learners. (Gersten & Geva, 2003).  This supports what instructional elements are needed to make interventions successful with ELLs.  They ideally have CORE ELA time, small group instruction time focused on the above, and then Designated ELD time where they focus on language function and reinforce the skills that were taught during whole and small group instruction.

Now, I look forward to incorporating this into my research paper as fodder for the importance of this work.

In my research there were so many key names that came up around my big idea.  Today I want to share three seminal researchers that I believe will support my learning.  All these researchers have one thing in common, and that is they understand the rigor and complex tasks that the CCSS are asking students for, and they know we need to better understand language acquisition in order to support our language learners in accessing and being able to complete these complex tasks. The First researcher focuses on teachers better understanding the structure of the English language, Lily Wong Fillmore.  The second, Aida Walkqui, directs the Quality Teaching for English Learners (QTEL) project.  The last, Jeff Zwiers, focuses on classroom practices, opportunities, and activities that foster language, literacy, cognition, and content understandings.  These researchers cover what teachers need to know about language, how to support their second language learners, and applications for that in the classroom.

First, Lily Wong Fillmore has focused much of her research on the education of language minorities. She has conducted many studies of second language learners in various school settings.  She is committed to teachers having the background knowledge about the structure of oral language in both casual and formal academic contexts, and written language.  We must better understand the way language is structured in order to break it down for our second language learners.  Such things as the basic units of language, what is regular/irregular, how do forms relate to each other, how the lexicon (vocabulary) is acquired and structured, and what really is academic English.  Then once mastered orally, transferring it to written language.  Written language is not merely oral language written down. A learner has to take an account English spelling, different writing types (narrative, opinion, and informational), what makes a good piece of writing quality, and what makes a text complex.

Second, Aida Walkqui, is the head of WestEd's Professional Development.  She focuses more on the middle school population of second language learners. She recognizes that many times we simplify curriculum and lower expectations for our language learners, and then they are never able to catch-up.  She believes and focuses her research around the need to increase the rigor and tasks for language learners for engagement, while also increasing the support and scaffolding for those students. With CCSS there are three different ways that language is involved in the standards: language requirements in the content standards, English language arts standards, and language-convention-specific standards. This calls for thoughtful planning and integration.

The last researcher I focused on is Jeff Zwiers, he is a Senior Researcher at Stanford Graduate School of Education and is the Director of Professional Development for Understanding Language/SCALE.  Understanding Language is focused on improving instruction and assessment for English learners.  His research focuses on classroom practices, opportunities, and activities that foster language, literacy, cognition, and content understandings. His research looks for ways we can help all students by providing information and tools to help teachers accelerate and deepen their understanding of language, literacy, thinking, and content.

These researchers and their BIG ideas provide the foundation of my learning about how to support language learners, and better understand how they acquire language and how that can support their reading fluency and comprehension.  NOW, it is time to dig in!