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Topical Reference List
Abstract
Each article chosen for this assignment has helped to provide evidence to answer the
following research questions: are educators prepared to differentiate instruction for ELL
students? Developing instruction to meet the needs of ELL students is a relatively new concept in
the field of education. Research has shown that methods such as shared reading, guided reading,
phonemic awareness, and reading fluency aid the success of ELL students. The purpose of this
study is to find ways to incorporate both language acquisition and content learning into
instructional methods for ELL students.
Keywords: ELL, Differentiate, Instruction, Methods
Introduction
For this reference list assignment, I will discuss the different research articles used to
provide evidence for the research question and will state the purpose of these articles as it relates
to the assignment. The concept of developing instructional methods for English Language
Learners (ELL) has gained significance in the field of education. Before educators fully grasped
effective strategies for assisting ELL students, research revealed instances where these students
were socially isolated during lunch, placed in the lowest literacy groups, and overlooked during
school assemblies. To ensure the success of ELL students, a well-rounded approach
incorporating techniques like shared reading, guided reading, phonemic awareness, and reading
fluency is essential.
Articles
Li, N., & Peters, A. W. (2020). Preparing K-12 Teachers for ELLs: Improving Teachers’ L2
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Knowledge and Strategies Through Innovative Professional Development. Urban
Education, 55(10), 1489–1506. https://doi.org/10.1177/0042085916656902
In this qualitative study, the article examines a teacher preparation program that aided
teachers, K-12, to successfully provide instruction for ELL students. It is crucial that educators
receive proper training. This article suggested that the teacher workforce is not growing as fast as
the ELL population. This study sought to identify positive factors of preparing k-12 educators
and gaining insight on how to improve teacher preparation to provide more effective instruction
for ELL students. This study had two sets of research data. The first set included teacher
reflections that were collected on a monthly basis to reveal teacher knowledge on ELL teaching
theories and strategies. The second set included field observations where ESOL teachers
observed collected data on k-12 teachers. This data was able to show how the k-12 educators
were implementing the strategies in their classrooms.
Xu, Z., Wijekumar, K. (Kay), Wang, Q., Irey, R., & Liang, H. (2021). The effects of web-based
text structure strategy instruction on adult Chinese ELLs’ reading comprehension and
reading strategy use. Language Teaching Research, 0(0).
https://doi.org/10.1177/13621688211022308
In this mixed-method study, this article suggests that Chinese ELL students may struggle
more when receiving instruction with English text because the Chinese language is character-
based opposed to the English language, which is alphabetic. Students being aware of text
structure is essential in reading comprehension. This study looks at the effects of web-based text
structure strategies instruction on Chinese ELL student reading comprehension. In this study, 207
Chinese students from four classes were assigned to either an intervention or control group. The
intervention group utilized the Tutoring of Structure Strategy program (TSS) to support the ELL
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students, while the control group utilized only traditional instruction. The results indicated that
the TSS program provided more positive improvement for the ELL students’ reading
comprehension compared to the control group.
Lumbrears, R.,Jr, & Rupley, W. H. (2019). Educational experiences of ELL educators: searching
for instructional insights to promote ELL students’ learning.Educational Research for
Policy and Practice,18(1), 17-38. https://doi.org/10.1007/s10671-017-9225-z
This qualitative study took place in the Rio Grande Valley of Texas. There was a
significant growth in the Mexican population in the public schools in that area. This study not
only used data from ELL students, but data from ELL teachers who were previous ELL students.
This study used a discourse analysis methodology approach for the theoretical framework. This
study utilized narrative research and defines specific places and situations at schools. The
qualifications to participate in this study are as follows: Must be licensed, practicing educators in
a public-school setting, must possess an L1 other than English, must have attended a primary
school (K-12) outside of the USA, must have come to the USA and completed their (K-12)
education and beyond in the USA. Twelve individuals qualified and participated in this study.
Nine were female, and three were male. The teaching experience of the participants ranged from
three years to twenty years. The data collection used for this study was interview protocol. The
interviews were semi-structured with questions developed before conducting interviews. The
purpose of this study was to find ELL educators with similar backgrounds to current ELL
students to gain instructional insight for growth in the classroom.
Rizzuto, K. C. (2017). Teachers' Perceptions of ELL Students: Do Their Attitudes Shape Their
Instruction? The Teacher Educator, 52(3), 182–202.
https://doi.org/https://doi.org/10.1080/08878730.2017.1296912
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The purpose of the mixed-method study is to examine how the perceptions of early
childhood teachers toward their early childhood ELL students shape their pedagogical practices.
This study found that many educators were eager to shape their instruction on their students’
cultural backgrounds, but most of them were ill-equipped to differentiate instruction for ELL
students based on language barriers. The theoretical framework for this study revolves around
both the critical and social justice theories. This study also draws on the transformative theory.
Semi-structured interviews took place at a school for eight weeks, and each interview lasted
about forty-five minutes. The data was collected from the interview with the participants’
consent. There were ten female participants for this study, and the teaching experience ranged
from three to thirty years. The qualitative portion of this study’s data came from the interviews,
observations, and artifacts. The quantitative portion of this study came from completed diversity
scale surveys that were read through descriptive analysis.
Stairs-Davenport, A. (2021). “Where Do I Start?” Inquiry into K-12 Mainstream Teachers’
Knowledge about Differentiating Instruction for ELLs in One U.S. School District.
Education Inquiry, 14(2), 163–177. https://doi.org/10.1080/20004508.2021.1969078
In this quantitative study, the author used a series of surveys to answer the following
questions: How prepared are mainstream K-12 teachers to instruct English language learners
placed in their classrooms? What are teachers’ questions about differentiating instruction for
ELLs in mainstream classrooms?NIn the district where this study was taken place, the ELL
population had grown to make up nearly five percent of the student population. This study used a
selected-response survey to evaluate the readiness of teachers to differentiate instruction for ELL
students. The purpose of this study was to report on themes identified from k-12 educators’
questions about differentiating instruction for ELL students. Sixty-eight percent of the teachers
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who participated in this study had no background knowledge or preparation to teach ELL
students, nineteen percent had one or less days to prepare, ten percent had a three credit course
completed on teaching ELL students, and three percent were ESL endorsed. The results of this
study led the districts and researchers to pursue and understand what educators needed to feel
prepared.
Solari, E. J., Petscher, Y., & Folsom, J. S. (2014). Differentiating Literacy Growth of ELL
Students With LD From Other High-Risk Subgroups and General Education Peers.
Journal of Learning Disabilities., 47(4), 329–348.
https://doi.org/10.1177/0022219412463435
In this quantitative study, the authors used a large data set to determine the literacy
growth of ELL students compared to general education students over a given school year. The
students observed ranged from third to tenth grade. Some of the ELL students had learning
disabilities. This study measured reading comprehension, spelling, and fluency. In total, there
were 1,011,549 students observed across elementary, middle, and high school for this study.
1,112 schools through sixty-seven districts in Florida were observed and the demographic
compositions are as follows: 52% male, 52% White, 22% African American, 19% Latino, 4%
Multicultural, 2% Asian, and less than 1% Native American. This study concluded that ELL
students are proven to perform at a lower level compared to general education students.
Cardimona, K. (2018). Differentiating Mathematics Instruction for Secondary‐Level English
Language Learners in the Mainstream Classroom. TESOL Journal., 9(1), 17–57.
https://doi.org/10.1002/tesj.303
In this qualitative study, the author’s purpose was to identify strategies for secondary
mathematics teachers to use when differentiating instruction for ELL students so these students
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can participate in problem-solving activities. The author conducted an observational study across
four weeks to determine what types of strategies effective tutors use to increase success for the
tutee. The theoretical framework used to guide this study was Vygotsky’s Zone of Proximal
Development. Eight ELL students ranging from the ages of sixteen to twenty were recruited for
this study. Five ELL tutors participated in this study and were required to have an English
language proficiency level of at least a 4.0. The tutors included four females and one male, and
all of the participating students were male. A result of this study concluded that social interaction
plays a huge role in aiding ELL students to success.
Kibler, A. K., Heny, N. A., & Andrei, E. (2015). In-Service Teachers’ Perspectives On
Adolescent ELL Writing Instruction. TESOL Journal, 7(2), 350–392.
https://doi.org/10.1002/tesj.211
In this interpretative-qualitative study, the author strived to investigate the importance of
discussions of pedagogy for diverse classrooms as secondary teachers develop writing
instruction for ELL students. The theoretical framework used to guide this study derived from
the ecological language learning theories and situated teacher learning theory. Using a
purposeful sampling method, all secondary educators were invited to participate in this study via
email address posted on the school website. The teachers were encouraged to join a conversation
on their perspectives and approached to differentiating writing instruction for ELL students. Ten
of the teachers agreed to participate in a focus group, and six out of the ten participated in
follow-up interviews. To collect data, the author read the transcript from the focus group and
discussed emergent themes within the conversations. As a result of this study, a strategy
suggested from both ELA and ESL teachers were the use of models and mini-games for grammar
and punctuation.
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Shahbazi, S. (2020). Finding the Right Fit: Exploring ESL Teachers and Students'
Perceptions of iLit ELL, a Technology-Based Literacy Program's Use with High School
English Language Learners.International Journal of E-Learning & Distance
Education,35(1), 1-34.
In this qualitative method of Interpretive Phenomenological Analysis study, the author
explores the experiences of secondary ESL teachers and their thoughts on the use and effects of a
new program called iLit ELL. This is a technology-based language program designed for ELL
students. Data was collected using teacher interviews, student focus groups, final reflections,
researcher observations, and field notes. The findings of this study concluded that the integration
of technology is affected by the teachers willingness and adaptability to change. “When applied
purposefully, technology and differentiated instruction increases student motivation and teachers'
efficiency; and technology with embedded scaffolds can enhance student autonomy and motivate
student learning,” (Shahbazi, 2020). The author of this study met with ESL teachers across three
secondary schools, totaling thirteen teachers met for this study. During this study, there were
sixty-five ELL students enrolled in the iLit program.
ARDASHEVA, Y., & TRETTER, T. R. (2013). Strategy Inventory for Language Learning-ELL
Student Form: Testing for Factorial Validity. The Modern Language Journal, 97(2), 474–
489. http://www.jstor.org/stable/43651650
In this mixed-method study, the author tests validity in instruments used to measure
language strategies, specifically the Strategy Inventory for Language Learning (SILL) of Oxford.
This study includes a two-stage validation process. The sample in this study included 1,037 ELL
students, 651 elementary, 275 middle, and 131 high school students. The students observed
spoke over forty native languages. The most frequently spoken languages were Spanish (48.3%),
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Maymay (12.5%), Somali (7.2%), Karen (3.8%), and Turkish (3.5%). Approximately 93% of
students were eligible for free- or reduced-price lunches. Average time in U.S. schools was 42.87
months or about 3.6 years. The results of this study concluded the validity of the SILL
instrument.
Theme
A common theme identified within all ten of these articles was that most educators in the
United States are underprepared to differentiate instruction for ELL students. Many of these
teachers were not focused and did not know how to differentiate curriculum and assessments
(Stairs-Davenport, 2021). Based on the research, many of the teachers stated that they would
benefit from some sort of training in differentiating instruction for ELL students.
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