The US Department of Education released a literature review of language learning programs in May 2012. The general findings include the following 12:
1) High Standards and Challenging Content Are Good for ELs
2) Having a LIEP (Language Instructional Educational Program) Is Important (compared to having no language program)
3) No One Approach or Model Is Appropriate for All ELs
4) Instructional Practices Are Important Variables in LIEP Design and Implementation
5) Literacy and Oral Language Development in English Are Critical Instructional Components for Any LIEP
6) Academic Language Seems To Be Important in EL Instruction
7) ELs Need Instruction That Is Specifically Cognizant of Their Needs as Second- Language Learners
8) Teachers Need To Be Prepared to Teach ELs
9) Newcomer Models Are a Programmatic Option That School Districts May Use to Meet the Needs of Newly Identified ELs at the Secondary Level
10) ELs’ Scores on Academic Content Assessments Should Be Interpreted With Great Care
11) Current Assessments May Not Be Sufficient Measures of the Linguistic Proficiency Necessary to Support Success in Mainstream Content Classrooms
12) Culture and Community Matter
Reference: U.S. Department of Education; Office of Planning, Evaluation and Policy Development; Policy and Program Studies Service; Language Instruction Educational Programs (LIEPs): A Review of the Foundational Literature, Washington, D.C., 2012.
Everyday ELL is now Every Language Learner.