1	What Works for English Learners: The Research Base Jill Kerper Mora, Ed.D. San Diego State University
2	Academic Needs of English Language Learners
3	Learning Challenge #1 for EL: English Language Acquisition Learning English while also learning in English is a huge challenge since it takes an average of 5-7 years to acquire full proficiency in academic English.
4	Learning Challenge #2 for EL: Reading & Writing in English Literacy Learning: It is a more gradual and difficult task to learn to read in a language in which a student is not fully proficient. Literacy skills only begin to catch up with oral language skills when the EL reaches an early advanced to advanced level of proficiency.
5	Learning Challenge #3 for EL: Content Knowledge Content knowledge can only be acquired through meaningful language. The curriculum becomes increasingly abstract and complex as students move up through the K-12 grades. The likelihood is that ELs’ language proficiency will not keep pace with the growing demands of the curriculum.
6	One Size Does Not Fit All K-3 English Learners are given the same Language Arts/Reading curriculum as native-English speakers. It is up to the schools to provide teachers with the expertise and materials to make effective modifications for EL or to supplement the “regular” curriculum. Materials do not provide sufficient guidance or support for a coherent ELD curriculum.
7	Nothing Short of a Scholastic Miracle Grades 4-8 EL are provided an “intervention” program and labeled “struggling readers.” At this point, they are expected to achieve two years of academic growth per academic year of instruction to catch up with their grade-level English Only peers in reading and writing skills.
8	So Where is the Content? The majority of EL in K-6 receive a curriculum so focused on English language acquisition and reading that they are not provided access to systematic content-area instruction, in particular through textbooks written at a reading level that is both comprehensible and sufficiently, but not excessively, challenging. Therefore, they enter secondary school with gaps in their content knowledge.
9	Then in Middle School? EL students are expected to keep pace in core content classes despite gaps in their content knowledge. In addition, very little attention is paid to their lower levels of reading and writing skills, which are normal because they are only beginning to close the gap between oral language skills and literacy skills (academic English).
10	In High School--The CAHSEE Hurdle If EL are not provided the appropriate instruction they require to catch up in middle school, they will continue to lag behind their EO peers on into high school. They need specific attention to gaps in their content knowledge and targeted development of reading and writing skills to pass CAHSEE, which tests students at a 10th grade reading level.
11	Research Base Longitudinal CELDT data Second-language acquisition research Second-language literacy research Research in differentiated instruction, thematic content-area instruction, content-based ELD instruction and SDAIE instruction
12	More Research Base Sound principles of curriculum design and effective instruction Research into the characteristics of effective bilingual and second-language programs for English Learners The B/CLAD Credential experience
13	Implications for Curriculum Reform: What We Need to Do Provide option of a K-8 Basic Language Arts & Reading for EL Textbook Adoption. Require textbooks to address the ELD Standards in Language Arts & Reading and in the Content Areas. Provide core curriculum materials and teacher materials for diffentiated and scaffolded instruction in the content areas in 6-12. Provide Newcomers Programs Grades 5-12 Implement reading/writing & study-skills focused programs & materials 6-12.
14	Implications for Teacher Education & Professional Development Reaffirm the objectives and effective programs for preparing all credential candidates for teaching EL students Disseminate information about effective models and programs for teacher preparation for EL Provide ample funding and access to high-quality professional development for all teachers in effective programs and strategies for teaching EL students.