Newswise — As the number of foreign languages spoken in U.S. homes and the number of children who do not speak English increase, education researchers and practitioners throughout this nation expect the challenge of how best to teach English literacy to English language learners to intensify. Current research, published in Research Points by the American Educational Research Association (AERA), shows that children who start school knowing little or no English can learn the basic skills of word recognition in about two years if they are carefully taught. However, achieving the fluency necessary for long-term academic success is more demanding.
Statistically, the number of children ages 5 to 17 who do not speak English or do not speak it well is estimated at 3.4 million, according to 2000 U.S. Census Bureau data. The majority—2.7 million—live in "linguistically isolated households" where no one over age 14 speaks English very well. Spanish, Chinese, Vietnamese, Russian, Arabic and French Creole top the list of the fastest growing languages.
Research indicates that children need skills in recognizing words and comprehending meaning to master reading and English literacy. For that to happen, teachers need to deliver intense, explicit and supportive reading instruction developed through targeted and continuing methods.
AERA's Research Points offers policymakers suggestions to address needs of the increasing number of children who enter schools in America with limited or no English. Besides increased resources and commitment, policymakers may consider adopting these strategies:
To read English Language Learners: Boosting Academic Achievement, please visit http://www.aera.net/pubs/rp
AERA represents 22,000 professionals who conduct research and evaluation in education. Founded in 1916, AERA offers a comprehensive program of scholarly publications, training, fellowships and meetings to advance educational research, disseminate knowledge, and improve the capacity of the profession for the public's good.
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