Educating English Language Learners: A Synthesis of Research Evidence
Abstract
The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.
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Early oral language skills in L1 like vocabulary predict later oral language, literacy and school outcomes in L2.
“Early oral language skills in L1 like vocabulary, listening comprehension and phonological awareness are proven to predict later oral language, literacy and school outcomes in L2 (August & Shanahan, 2006; Edele & Stanat, 2016; Genesee, Lindholm-Leary, Saunders, & Christian, 2006; Hammer et al., 2014; Prevoo, Malda, Mesman, & van IJzendoorn, 2016).”
From Linguistic interdependence of receptive vocabulary skills in emergent bilingual preschool children: Exploring a factor-dependent approach (2019) · cites this paper as Genesee, Lindholm-Leary, Saunders, & Christian, 2006
Cites
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Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?
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A synthesis of empirical research on the linguistic outcomes of early foreign language instruction
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Sierens, S., Slembrouck, S., Van Gorp, K., Agirdag, O., & Van Avermaet, P. (2019) · Applied Psycholinguistics · doi:10.1017/s0142716419000250 · Cited by 23 · see citing works
- Authors
- Genesee, F., Lindholm-Leary, K., Saunders, B., & Christian, D.
- Affiliations
- McGill University (CA)
- San Jose State University (US)
- California State University, Long Beach (US)
- Center for Applied Linguistics (US)
- ORCID
- Genesee, Fred
- Venue
- Cambridge University Press eBooks
- Publisher
- Cambridge University Press
- Published
- 2006-01-16
- OpenAlex
- W630879368
- Cited by
- 743
- References
- 3
- Citations by year
- 2026: 17 · 2025: 17 · 2024: 18 · 2023: 17 · 2022: 23 · 2021: 31 · 2020: 35 · 2019: 48 · 2018: 28 · 2017: 45 · 2016: 53 · 2015: 42 · 2014: 75 · 2013: 57 · 2012: 66
- FWCI
- 25.19
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Cambridge University Press eBooks (publishedVersion)
- Topics
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
- Keywords
- English language learners, limited English proficiency, academic performance, literacy development, reading and writing instruction, oral language acquisition, mathematics achievement, science achievement, K-12 education
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