CRESPAR Report #61: Supporting the Development of English Literacy in English Language Learners: Key Issues and Promising Practices
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Date
2003-02
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Abstract
The purpose of this report is to summarize research on the role of English oral proficiency in acquiring English literacy, describe the issues that English-language learners (ELLs) encounter because of their developing English oral proficiency, and report on best practices in supporting English language development in the context of literacy instruction for these students. Of primary interest in this report is the vast majority of ELLs who are not learning disabled but require time to become English proficient. Further, this report focuses on school-aged children. To a large extent, the studies cited here are drawn from research conducted with children who are learning English as a second language where English is the societal language.
Description
The Center for Research on the Education of Students Placed at Risk (CRESPAR) was established in 1994 and continued until 2004. It was a collaboration between Johns Hopkins University and Howard University. CRESPAR’s mission was to conduct research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who were placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background.
Keywords
CRESPAR, Center for Research on the Education of Students Placed at Risk, English Language Learners, English Literacy