What works for multilingual students?

By Elizabeth Foster
Categories: Data, English learners, Evaluation & impact, Research
February 2024
Ensuring multilingual students are supported in accessing academic content is critical to those students achieving grade-level standards. But it can be challenging to determine which evidence-based strategies to employ amidst the pressure of maintaining the pace of lessons and curriculum. Research syntheses are an efficient way to understand what we know so far. A recent synthesis of research studies about professional learning that supports teachers in addressing the literacy needs of multilingual students with evidence-based instruction and intervention offers guidance and practical strategies as a helpful starting point. The Study Shelton, A., Hogan, E., Chow, J., & Wexler, J. (2023). A synthesis of professional development targeting literacy instruction and intervention for English learners. Review of Educational Research, 93(1), 37-72. Methodology This synthesis aimed to determine

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Baker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C.P., Morris, J., Gersten, R., Haymond, K., Kieffer, M. J., Linan-Thompson, S., & Newman-Gonchar, R. (2014) Teaching academic content and literacy to English learners in elementary and middle school (NCEE 2014-4012). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Desimone, L.M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199.

Learning Forward. (2022). Standards for Professional Learning. Author.

Ortiz, A.A. & Robertson, P.M. (2018). Preparing teachers to serve English learners with language- and/or literacy-related difficulties and disabilities. Teacher Education and Special Education, 41(3), 176-187.

Image for aesthetic effect only - Elizabeth-foster
Senior Vice President, Research and Strategy | + posts

Elizabeth Foster is the senior vice president of research and strategy at Learning Forward. She leads the organization’s research efforts for partnerships, programs, and fundraising. Elizabeth co-wrote the Standards for Professional Learning (2022) with Tracy Crow and now facilitates learning sessions about the standards and develops resources that support their use and implementation.

Categories: Data, English learners, Evaluation & impact, Research

The Learning Professional

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