What We Know about Effective Instructional Practices for English-Language Learners

Abstract

This research synthesis, using a qualitative multivocal method (Ogawa & Malen, 1991), investigates the knowledge base of effective instruction for English-language learners in elementary and middle school grades. Interviews with professional educators and researchers around the country in a series of five work groups were conducted. Findings from the work groups were enhanced by a review of the literature consisting of 9 intervention studies (8 group studies and 1 single-subject study) and 15 descriptive studies. Major themes and implications for conducting future research and improving current practice are discussed.