Good Instruction is Good for Everyone—Or Is It? English Language Learners in a Balanced Literacy Approach

Abstract

Prior research suggests that many of the elements of effective instruction for native speakers are beneficial for English learners as well. But are specific strategies that appear effective for native speakers equally so for nonnative speakers? Are other companion efforts necessary? This article explores these questions by examining the comparative effects of selected literacy instructional practices on reading comprehension for English learners and non-English learners, using data from a 3-year study of the implementation and effects of a balanced literacy approach in San Diego City Schools. Then, using qualitative data gathered over 2 years from 133 teachers, as well as school administrators and instructional coaches in 9 case study elementary schools, the article considers what might have been missing in the district's approach to its over 24,000 elementary English learner students and how the strengths that were developed during the district's literacy reforms might be used to address continuing weaknesses.