Serving ELLs With Limited or Interrupted Education: Intervention That Works

Abstract

This article reports on the results of a 5‐month intervention in one high school class of English language learners (ELLs) with limited or interrupted formal education using an instructional model developed by the authors. These students are a challenging group for educators, especially at the high school level because they must master content knowledge and develop English language and literacy in a relatively short amount of time. Furthermore, they must also learn how to participate effectively in U. S. schools, institutions with their own culture and culturally based assumptions. The two research questions of this study were: How could the implementation of the instructional model assist this subpopulation of ELLs in the development of literacy and academic thinking? Would the implementation of the model improve the engagement and participation of these students? Findings indicate that through the implementation of this instructional model, the teacher in this study was able to facilitate students' transition to the U.S. educational system. Classroom observations and analysis of student work revealed that students were participating more actively in their learning and had developed increased facility with both print and academic‐style thinking.