ESL Research Strategies
Research Strategies for English Language Learners
Heather Daris
1st Grade Educator, Michigan State University Graduate Student
International Language Academy, Michigan State University
Introduction
Do you have English Language Learners in your classroom? What strategies do you use to accommodate their learning? In my current educational profession, there is a need for strategies to accommodate these learners. I felt it was necessary to strengthen my education to serve my students as well as colleagues with research. The research I conducted was to acquire strategies to share and use within our classrooms with our second language learners. The majority of students come from homes where their first language is Spanish. As a current teacher, with a high population of English Language Learners (ELL), I wanted to explore ways to refine my teaching to support my students. Since I have not previously been trained to support ELLs, I decided it was best to research strategies to use on my own. During my inquiry, I came across strategies that were beneficial for our students, and adaptable within our classrooms.
My findings after reading high-quality professional articles over several online databases provided insight into building a better learning environment for ELLs. I have read and analyzed journals on English Language Learners (ELL), Bilingual Language Learners (BLL), Dual Language Learners (DLL), and ESL (English as a Second Language) to uncover tactics research has shown conducive to these types of students. You are about to read my research on strategies to use in the classroom with English Language Learners. Join me as I share my findings to benefit my students as well as those teaching them.
Methods
Data Collection
Focus To conduct relevant research, I had narrow down my topic. I knew I wanted to focus on ELLs but I was unclear which direction to go. My focus became clear as I began searching. I aspired to uncover research to build a better learning environment for my ELLs. I managed several high-quality journal search engines focusing on ELL strategies. Science Direct, Journal of School Psychology, is a website where I started to explore research. Another, which was just as effective for searching for journal articles was The ERIC. Additionally, I explored the online library through MSU, MSU Libraries, to further study my topic.
Collection While these search engines were helpful, it became apparent the words I used changed the outcome of my results. I began searching for English as a Second Language. As I scanned the results, I noticed other words around English, such as English Language Learners. I felt it was necessary to change how I was searching to vary my outcomes. I came across Bilingual Language Learners in another journal. I modified my search again to extend the range of results. It was essential to explore other avenues to view more outcomes. I came across different varieties of research with several subjects and methods, which helped frame my findings. This was a significant part of my inquiry, altering the terms used to explore articles and journals, which created diverse pathways surrounding my topic.
While examining the results of each search, I looked for high-quality journals or articles. I did not read any literature reviews, or peer read articles, as I felt those were not going to support achieving strategies to use in my classroom. I was browsing for real authentic research articles of high-quality investigation. Primary sources on education research studies follow a very common structure, such as an introduction, method, results, discussion, and reference (Lauer, 2004). This was the most useful layout for me to conduct my research. I became familiar with it and trusted this design.
I inquired research with participants similar to those I teach. I currently teach first grade so I reviewed journals to determine if they pertained to my learners. I am likewise familiar with preschool and kindergarteners, so research conveyed around these age groups could be modified and adapted into my classroom. I did considerable research for upper elementary, however, most of my articles focus on younger students. Students at this early age show more growth than older children who have been exposed to more English, in my opinion.
Types of Studies I discovered numerous types of journals and articles through my data collection for ELL strategies. One specific type was quasi-experimental design, where a pre and post-test are given to the participants to see growth over time. Also, I included a study or two where pretests were taken, interventions occurred, and then a post-test was given. I came across case studies that examine students in the groups as well as individually to determine if growth transpired. A longitudinal study shows up in my research, which observed students over two years and recorded their observations. I was not looking for a specific type of study, but what I came up with was several different types of research that provided strategies to share and use with my ELLs.
Data Analysis
After evaluating various articles through specific searches, I narrowed down my findings. To locate strategies in research, I had to examine each journal. While I analyzed each journal, I had to determine if there was anything I could take away from it. Most research shared beneficial learning to use in my classroom. However, a few findings were invalidating and gave suggestions to make modifications to increase the results. I looked over the methods and results very carefully. My process was to critique the methods portion of each research paper. This helped me to analyze who, what, when, where, and how. I wanted to know about the participants in the study, and how it was being conducted. This information was critical in determining if the study applied to my research topic as well as my learners. The methods portion of a research paper, should layout the design or plan for gathering the data, information about the participants, procedures for how participants will be tested or observed, and materials needed or used in the study (Lauer, 2004, p. 12). While critiquing the articles for my research, most studies provided sufficient data, but a few lacked information about the participates. This did not take away from the results of the study or strategies I could adapt.
Furthermore, in the results portion, numbers are there to represent the data. These numbers, such as mean and standard deviation, are to interpret results. As much as the numbers represent the results of the research performed, I was looking for how the results could be interrupted into meaning. Sometimes the results can be overwhelming (all the numbers), says Lauer, so read the summary first. It provides important information about the findings without technical details (Lauer, 2004, p. 12). This was an effective way to locate the strategies I needed for my research. Even though some of my articles did not show successful results, I was able to benefit from reading each of them.
Findings
My research focused on English Language Learners (ELLs), and what I can do in the classroom to promote their learning. I applied different terms (ELL, ELS, and BLL) to research studies for these types of learners. What I discovered was different types of studies with students similar to mine (first graders). After carefully examining the methods as well as the results within the studies, I found several various takeaways from the data. Here are my findings.
An incredible study done by Iliana Alanis focused on how partner pairs affect student’s participation and learning. Her research was a yearlong study on prekindergarten students in south Texas, who were observed and interviewed to see how a teacher enhances learning and participation through partner pairs. The teacher implemented bilingual pairs during small and large group instruction. The partners were adjusted as needed but usually high to medium or medium to low pairs. These bilingual partners were used for teacher scaffolding, the strategic pairing of students, and paired for learning activities such as centers (Alanis, 2018). This study makes me reflect on my learning since these are all similar interactions I have with my students. A strategy I can take away from this study is the need for careful attention and planning by the teacher. The planning requires the teacher to focus on the children’s level of language, engage in continuous assessment, and develop paired learning activities that promote language and interaction (Alanis, 2018). The study conducted exhibits how important it is for teachers to effectively create routines and expectations for interactive learning, as well as bilingual partners for students to interact with (Alanis, 2018). As a teacher, you have to model these behaviors to the students. This is something I am already aware of but this article reinforces that knowledge. Another strategy I took away from this study is the idea of partner learning. Alanis’ study goes on in detail on partner interactions, how the teacher uses partners, shares specific examples, and how the teacher models expectations for partners. If executed correctly, bilingual partners show great potential to help ELLs build their language. I do not use bilingual partners in my classroom. But after reading this research I can see the benefits on multiple levels for ELLs. The results make it clear, having a partner makes learners feel more comfortable communicating. It also gives them a chance to collaborate, which is tremendous for a young ELL who is unsure of their English. This is something I plan to implement into my teaching this upcoming school year, as well as share with my colleagues.
A similar study that additionally brings up the idea of learning with others is Instructional influences on English language learners' storytelling. Learning and Instruction. This study observed fifth-grade ELLs in different instructional approaches: collaborative group work, direct instruction, and a control group (Ma et al., 2019). Similar to the previous, these results also promote study working with others. The outcomes of this research indicate, students in the collaborative group outperformed students in direct instruction and the control group. Again, working with others is an approach I need to promote in my classroom. Both of these studies use language and communication as a way of learning, this study indicated that the collaborative group provided more opportunities for students to use language and to make connections (Ma et al., 2019). For students to communicate with me as well as their peers, I plan to strategically utilize peers as well as collaboration throughout our daily learning. This will benefit ELLs as well as everyone else in the classroom. The studies provided thought out details of the methods and results for me to apply and use in my classroom. Collaboration is key to a comfortable environment where students feel they can communicate freely which will open up doors for increasing language understanding and knowledge.
In this study, contrary to using collaboration, this research observes students through English Language Development methods. This research from Perla B. Gamez compared teachers who implemented ELD (English Language Development) learning blocks and others who integrated ELD with kindergarten ELLs. The blocked ELD is a set time to review language versus integrated ELD which is combined within the learning (Gamez, 2015). The results show an increase in ELLs oral language skills in the amount and quality of English through ELD blocked instruction. The children who demonstrated the greatest gains participated in classrooms where teachers dedicated a separate block of time for English language development (Gamez, 2015). The results of this research represent a strategy I have not practiced in my classroom, blocked ELD instruction. I plan to utilize this in my classroom to accommodate my ELLs. Most students in my room speak fairly well English however, some still do not. I believe using English Language Development as blocked instruction would benefit all students on multiple levels, even the ones who are not ELLs. I specifically envision applying this strategy in small groups with ELLs to develop language. I plan to further my research on blocked instruction to identify procedures to utilize this school year. I honestly feel this strategy will benefit my students.
The dual-language program I am apart will be starting its fourth year. The next research article, Dual Language as a Social Movement: Putting Languages on a Level Playing Field, brings up the strategies of how community and networks help build programs. In 2010 in upper Manhattan in two different school districts, a study was conducted to determine how dual language had been adapted into the program and how it meets the needs of its students (Cartina et al., 2015). The results after multiple interviews with teachers, administrators, as well as community members measured through thematic interpretations came to a few main themes. The data supports, a commitment to the long haul, dual-language programs will need to move with these alliances and population shifts and continue to strengthen with their support and unified voice (Cartina et al., 2015). The research study mentions, parents board members, schools within and around the district, empowerment networks and organizations all should be on board to support dual-language programs. This evidence is an important strategy for an up and coming new program. The approach I took out of this report is how the community is essential. Since our program is newer, it is important to develop relationships with all those involved in our program. Even though this will be our fourth in our district, we strive to get ourselves heard and supported. This study makes me reflect on what we can do to get more involved in the community or involved our community in what we are doing.
I noticed while reviewing my research there was not a lot of analysis surrounding ELLs in mathematics. I came across Examing Language and Early Numeracy Skills in Young Latino Dual Language Learners. The purpose of this study was to understand language-early numeracy relations in preschoolers developing skills in two languages. It investigated how preschool DLLs (Dual Language Learners) usage of vocabulary and grammar comprehension abilities in Spanish and English influenced early numeracy skills in each language (Mendez et al., 2018). What was uncovered through this research was strong, significant relationships within language between oral language abilities and early numeracy skills in the same language in DLLs (Mendez et al., 2018). This can be interrupted as a connection linking language and numeracy skills, especially at this young age. As the research suggests vocabulary and grammar comprehension skills are important for ELLs early numeracy skills (Mendez et al., 2018). Furthermore, early numeracy skills in Spanish were related to early numeracy skills in English which suggests, performance in early numeracy skills is associated across languages (Mendez et al., 2018).
A comparable study also focusing on numeracy, suggests children must be able to comprehend the spoken and written language before performing any actual mathematical calculations (Mac Goodrich & Namkung, 2019). This research study also had lower elementary participants, 1st and 2nd grader DLLs, who were tested on reading as well as a word applied math problems in both English and Spanish. The results revealed average scores for ELLs. It further addressed how Spanish student's vocabulary and decoding skills were related to their English for reading comprehension. However, when it came to math, students with deficits in language skills could hinder their numeracy skills. Language dependency poses unique challenges to DLLs who may have limited language and reading skills, this reflects how math content is related to reading content (Mac Goodrich & Namkung, 2019). When addressing mathematics difficulties of DLLs in the early elementary grades, support for language difficulties must be provided to help build and establish math skills (Mac Goodrich & Namkung, 2019). Reading this research puts reading and mathematical skills into perspective. The research from Mac Goodrich and Namkung expresses how difficulties can arise in math if students are deficient in reading. This strongly supports ELLs who need to have sufficient understandings of English skills to interpret math problems.
Both research articles support the importance of ELLs vocab and grammar throughout the school year to build their mathematical skills. These studies support our program and confirm it is assisting our ELLs. Receiving content area instruction in English all day from me, along with their daily dose of Spanish instruction, my ELLs are receiving support across many skills. This reinforces what we are doing will have a positive effect on our student's abilities while learning and acquiring a new language. The strategies which appeal to me from this research are the importance of grammar and vocabulary in early language learners. As well as the significance of building the structure of language in my room across all curriculum contents.
As I speculate on these studies, I reflect on my teaching. Our district curriculum lacks grammar and vocabulary in English. The results from the previous studies urge how important grammar and vocab can be for DLLs in early elementary. My first-grade colleague and I recently found and purchased a grammar and vocab curriculum for our students for the upcoming school year. The vocabulary and grammar curriculum will benefit our students across multiple content areas, but importantly it will provide comprehension ELLs in mathematics. With their daily Spanish reinforcing what they know in their native language and us incorporating vocab and grammar, our DLL’s will be acquiring much-needed skills for both languages. These strategies will build language skills to enhance their numeracy skills over the course of the year. I am eager to see these strategies implemented, as well as hear and see student’s growth throughout the year.
Finally, while researching, I came across a study that provided strategies not to use with ELLs. The following study conducted research which provided insufficient evidence, Examining linguistic interactions of dual language learners using the Language Interaction Snapshot (LISn). In this study, DLLs were observed through interactions between their teachers and peers in both English and Spanish. Prekindergartners were watched twice a year, over a two-year timeframe using LINs (Language Interaction Snapshot). The LINs were developed to document and measure the quantity and quality of language use in early childhood classrooms with dual language learners (Franco et al., 2019). Unfortunately, the results indicated a lack of child interactions. Children had few interactions with their teacher in English which were limited to directions or providing info and even fewer with adults in the room in Spanish (there was at least one Spanish speaking adult in each room) (Franco, et al., 2019). Furthermore, there were few peer verbal interactions. This study demonstrates the importance of student interaction. Students need to talk more. This research appears contrary to previous studies, such as bilingual partners or where collaborative learning took place. In these studies, results proved communication, student engagement, and interactions contributed substantial evidence to positive language development for ELLs. Even though this article did not produce results like the previous ones, it still provided me with a useful strategy. I took the negative results and thought about what I could do differently. I decided I will create opportunities for students to communicate and engage with one another. By doing this, students will practice and develop their language skills. All previous research has provided me with specific directions to enhance ELLs through communicating, whereas this article was lacking significant behaviors to promote learning through language.
Conclusions and Implications
As a teacher of English Language Learners, I felt it was necessary to determine practices I could conduct in my classroom to help promote learning and understand for ELLs. As an educator, I felt the need to, first understand how ELLs learn and second, what I could do in my classroom to establish that. What I discovered in my research are necessary practices to bring into my daily routine. Not only did each article support one another's views, but I was also able to determine essential strategies to use and share.
As I review my findings, I notice communication and engagement surround each piece of research in one way or another. This is a great piece of knowledge to inform other educators about. We are constantly reminding our students to sit quietly and no talking. However, this type of learning environment does not support our student's learning. English Language Learners need to communicate. They require opportunities throughout the day to listen, communicate, and engage. In Franco et al. (2019) study, students lacked communicate skills due to deficit opportunities to engage or talk with peers. Students need time to develop and learn a new language. This could happen through blocked English Language Development session similar to Gamez’s study. The amount and quality of their English substantially improved through this strategy. Additionally, having students paired with a partner can promote understanding of the language and encourage communication in Alanis' research or create activities to encourage collaborate like Ma et al. (2019) supported. And finally, how reading skills such as decoding and grammar are interconnected to learning mathematical skills, which Mac Goodrich and Namkung along with Mendez, Scheffner Hammer, Lopez, and Blair confirmed the correlation in their studies.
Each study I reviewed lead me to the conclusion ELLs need to talk. Even though this goes against what we have been telling our students for years, it is am an important part of their development. Not only do they need to speak, but they also need to be spoken to as well. I plan to use the strategies I have gained from reading research with my ELLs. I truly feel creating bilingual pairs will benefit the entire classroom. I plan to pair students up given their academics as well as their native verbal abilities (Alanis, 2018). I also will implement blocked language development into my daily routine (Gamez, 2015). My ELLs do get pulled for this however it is not always routinely. I will do this in small groups. As I mentioned before I will be doing more research to uncover specific strategies to use for this blocked time. And lastly, I will be improving our first-grade grammar and vocabulary curriculum this year. My partner and I recently purchased a curriculum to improve our student's skills, my research reveals this will benefit our students tremendously and also carry over to their learning in mathematics. Overall, my research has shown me blocking out time to promote the English language through detailed collaborative activities, and premeditated bilingual partners to reinforce grammar and decoding skills will strengthen ELLs intelligence across all content areas.
The research and results I uncovered are critical for teachers teaching ELLs. I know my colleagues are in the same situation as I am, having not been properly trained to teach English Language Learners. The strategies I have discovered through interrupting results and making them applicable to our students will be beneficial for them to utilize. We are constantly unsure if our students are limited to learning material because they are ELLs. After reading the research, I know our students are not limited. They may seem limited because we are unaware of how to properly help them establish English. Are we giving them opportunities to communicate in class? Are we using the best practices to develop their reading, decoding, and grammar skills? Is working with a partner an option for collaborative activities? Are we making it clear how language can be used across all content areas? I am not sure we are using these strategies. I am now aware of them and plan to share my findings with my colleagues. Moreover, I am inspired to instill these strategies into my classroom this year and watch the progress of each student thrive.
Limitations
The limitations of my findings were my drive to establish a strategy within each article. I interrupted the results in a way to benefit myself and students. I may have swayed the research results when they were intended for separate meanings. Another educator without ELLs may have a difficult time understanding how I found strategies to use within my classroom from the research results. Similarly, a bias within my research I mainly reviewed studies with young learners as the participants. I did include an article that focuses on fifth-grade students, however, all other articles are about early language learners. This could limit research strategies due to the lack of the range age range of participants. However, as far as limitations go I did provide an article which is contrary to the research I was looking for. I did not actively seek research as opposed to my topic but I was able to use an article with insufficient results to relate to my other research. The results from Franco et al. (2019) provided insufficient evidence to provide a true strategy. I decided since there was a lack of interaction and communication between teachers and peers, I would need to create more encounters with these types of opportunities in my room. The research I conducted could be interrupted in different ways. I do hope it benefits those it is intended to, educators who need assistance in developing strategies into their daily routines to promote language opportunities for English Language Learners.
References
Alanis, I. (2018). Enhancing Collaborative Learning: Activities and Structures in a Dual Language Preschool Classroom. Association of Mexican American Educators Journal,12(1), 5-26. Retrieved July 23, 2019, fromhttp://amaejournal.utsa.edu/index.php/amae/article/view/375/287.
Cartina, R., Makar, C., & Mount-Cors, M. F. (2015). Dual Language as a Social Movement: Putting Languages on a Level Playing Field. Comparative Education,17, 5-16. Retrieved July 26, 2019, fromhttps://files.eric.ed.gov/fulltext/EJ1061018.pdf.
Franco, X., Bryant, D. M., Gillanders, C., Castro, D. C., Zepeda, M., & Willoughby, M. T. (2019). Examining linguistic interactions of dual language learners using the Language Interaction Snapshot (LISn). Early Childhood Research Quarterly,46(3rd Quarterly 2019), 50-61. Retrieved July 26, 2019, from https://www-sciencedirect-com.proxy2.cl.msu.edu/science/article/pii/S0885200619300195.
Gamez, P. B. (2015). Classroom-based English exposure and English Language Learners’ expressive language skills. Early Childhood Research Quarterly,31(2nd Quarterly 2015), 135-146. Retrieved July 25, 2019, from https://www-sciencedirect-com.proxy2.cl.msu.edu/science/article/pii/S0885200615000083.
Lauer, P. A. (2004). A policymaker's primer on education research: How to understand, evaluate and use it. Mid-continent Research for Education and Learning (MCREL). Retrieved from https://files.eric.ed.gov/fulltext/ED518626.pdf.
Ma, S., Anderson, R. C., Lin, T., Zheng, J., Morris, J. A., Nguyen-Jahiel, K., . . . Yi, S. (2019). Instructional influences on English language learners' storytelling. Learning and Instruction,49, 64-80. Retrieved July 26, 2019, fromhttps://www-sciencedirect-com.proxy2.cl.msu.edu/science/article/pii/S0959475216302882.
Mac Goodrich, J., & Namkung, J. M. (may 2019). Correlates of reading comprehension and word-problem solving skills of Spanish-speaking dual language learners. Early Childhood Research Quarterly,48(3rd Quarterly 2019), 256-266. Retrieved July 24, 2019, from https://www-sciencedirect-com.proxy2.cl.msu.edu/science/article/pii/S088520061930064X?via=ihub.
Mendez, L. I., Scheffner Hammer, C., Lopez, L. M., & Blair, C. (2018). Examining language and early numeracy skills in young Latino dual language learners. Early Childhood Research Quarterly,46(1st Quarter 2019), 252-261. Retrieved July 25, 2019, from https://www-sciencedirect-com.proxy2.cl.msu.edu/science/article/pii/S0885200617302247?via=ihub.