Make development of formal, academic English a key instructional goal beginning in the primary grades, with dedicated curricula, daily integrated instruction, and teacher professional development¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The guide's fourth recommendation, graded Low, directs schools to ensure that developing formal or academic English—"the decontextualized language of the schools, the language of academic discourse, of texts, and of formal argument"—is a key instructional goal from the earliest grades. Schools should adopt a plan helping teachers understand that instruction must include time devoted to academic English, integrate daily academic English instruction into the core curriculum, provide supplemental curricula and relevant professional development, and consider a dedicated daily time block.

Design Implications¶

Context¶

Requirements¶

• Provide teachers with appropriate professional development to help them learn how to teach academic English
• Provide curricula and supplemental curricula to accompany core reading and mathematics series

Constraints¶

• The panel graded this recommendation Low: expert opinion based on reasonable extrapolations from research and theory rather than studies meeting moderate or strong standards

Target Learners¶

• English learners in the elementary grades, beginning in the primary grades

Target Learning Goals¶

• Academic English: the decontextualized language of academic discourse, texts, and formal argument

Related Strategies¶

• Schedule about 90 minutes a week of structured peer-assisted learning in which pairs of students at different ability or proficiency levels work together on academic tasks
• Integrate bilingualism into all instructional settings through districtwide professional learning and in-service coaching
• Make academic vocabulary, verbal reasoning, and advanced mathematics part of the school curriculum in the upper primary grades

Examples¶

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Key Sources¶

• Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: A Practice Guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/PracticeGuide/6