“Learning English” vs Academic Success

September 30, 2013

For years we've heard debates about whether teachers should use bilingual or English-Only instruction when teaching English Language Learners (ELLs). This debate overlooks a more important issue: How can we ensure the academic success of English Language learners—not merely their acquisition of basic English skills? Timothy Boals directs WIDA, World-Class Instructional Design and Assessment. He says the typical three-year "remedial English" programs drop support too soon, just as ELL students are learning basic conversational English. At this point they still lack sufficient academic and literacy supports to ensure success as they move toward the more difficult content covered in each succeeding grade. If we define the purpose of schooling in terms of academic success, and if we consider success for ELLs as an issue both of long-term support and access to mainstream curriculum, then we can create, and offer, programs that truly work for these students. More information is available here.