English-as-a-Second-Language Reading Instruction in the United States: A Research Review

Abstract

The purpose of this review is to characterize research and portray findings on English-as-a-second-language (ESL) reading instruction in the United States. The spectrum of research on ESL reading instruction in the United States might best be characterized as having considerable breadth, but little depth. However, some tentative themes emerged. Among the most important statements that could be made were the following. First, some broad classroom parameters were discerned: Students may work mainly in small groups, stressing word recognition and oral reading; typical instructional discourse patterns may be incompatible with common home-discourse patterns; and teachers may work with lower ESL groups in different ways and stress lower level skills even more as compared to higher ESL groups. Second, research contributed little clarification on issues surrounding the role and timing of native-language reading instruction and ESL reading instruction for ESL reading achievement. Third, instruction targeting specific student knowledge, such as vocabulary knowledge, background knowledge, and text-structure knowledge, was generally effective. Fourth, there was a paucity of information about important issues related to ESL reading in teacher materials. Purpose, Definitions, and DelimitationsThe purpose of this article is to characterize research and portray findings from studies on English-as-a-second-language (ESL) reading instruction in the United States. The definition of United States ESL learners used for this review is individuals residing in the United States who meet the federal government's definition of "limited English proficient" (Public Law 100-297, April 28, 1988, 102 115 116 Journal of Reading BehaviorStatute 276, 20 USC 3283, Section 7003): ESL learners (a) are not born in the United States, (b) have native languages other than English, (c) come from environments where English was not dominant, or (d) are American Indian or Alaskan natives from environments where languages other than English impact their English proficiency levels. Recently, the government has also allowed program funding for Hawaiian-and Haitian-Creole speakers under the rubric of "limited English proficient." In this article, the term ESL learners is used as a special case of the phrase, "language minorities," which in general refers to individuals who are living in a place where they do not speak the majority's language.The focus on English reading in this review does not carry an implied author advocacy of an "English only" position.

Response to intervention with older students with reading difficulties

“…While this approach applies a "buildup of reading skills" from easy to more difficult, the intervention is more complex because an ongoing part of the design will be teaching comprehension skills through improving vocabulary and concept knowledge and increasing knowledge of how to understand and interpret expository and narrative texts. Thus, the intervention will be aligned with current research on developing vocabulary and comprehension (Beck et al, 2002;Fitzgerald, 1995;Gersten & Baker, 2000;Snow, 2002;Ulanoff & Pucci, 1999). The framework has compatible interwoven elements that include building and increasing skills related to word reading-including complex word types and regular and irregular word reading-along with daily instruction in vocabulary and comprehension with an emphasis on expository text.…”

Understanding individual differences in word recognition skills of ESL children

“…In particular, there is little systematic research on normal and delayed development of word recognition skills in ESL children. A controversial area in reading research and practice concerns the extent to which ESL and minority children can be successful in acquiring reading skills for the first time in a second language in the absence of reading skills in the L1 (Fitzgerald 1995;Snow, Burns, and Griffin 1998). At this point, there is also very little solid research evidence concerning the belief that instruction designed to ensure the attainment of some (unspecified) level of L2 oral language proficiency should precede the introduction of instruction designed to teach various reading skills in the L2 (Fitzgerald 1995).…”

Participation, Hybridity, and Carnival: A Situated Analysis of a Dynamic Literacy Practice in a Primary-Grade English Immersion Class

“…This claim represents an attempt to reframe the contentious question of whether initial literacy instruction in a child's LI or L2 promotes greater achievement in L2 literacy. Literature reviews addressing this question have stressed that the answer varies from setting to setting depending on a number of contextual variables (Hornberger,19 89) or that the relevant research typically has methodological flaws and produces ambivalent conclusions (Fitzgerald, 1995). From the perspective of developmental biliteracy, this discussion also privileges the obtainment of L2 literacy as the ultimate goal of linguistically diverse children's literacy development, thus deflecting attention away from such children's potential to become fully literate in two languages.…”

“…Unlike classroom literacy practices that focus on drill and practice of decontextualized skills, practices that predominate in the instruction of ESL learners (Fitzgerald, 1995), the Daily News involved shared engagement in the creation of a document that had an ongoing and highly visible presence in the life of the class. This shared engagement created the "relations of mutual accountability" (Wenger,199 8,p.…”