Applying Science-Based Research To Teaching Adult English Language Learners

Abstract

The purpose of this paper is to examine the research base on which rests the current best practices of teaching reading to adult English language learners. My focus is on reading because that is the skill most closely correlated to student academic success or socioeconomic improvement in the United States. The definition of science-based research is taken from Title VIII of the No Child Left Behind legislation (P.L. 107-110) of 2001 and is considered by the U.S. Department of Education to represent the “gold standard” in educational research. This definition identifies five critical qualities of acceptable research: application of rigorous, systematic, and objective procedures; reliance on empirical evidence; experimental design with testable hypotheses; ability of the study to be replicated; peer-reviewed or otherwise approved by independent experts. Five factors are found to be significant for affecting literacy development in English language learners across the lifespan: level of literacy proficiency in the first language; level of attained formal schooling in first language; second language proficiency; learner motivation; and professional development of instructors. This paper will include a discussion of best practices based on current knowledge, and conclude with implications for further research. Further research is needed to examine the role of first language proficiency and its transferability to learning literacy in English. We need to investigate the variability of time needed to attain proficiency in second language literacy. Finally, we need to examine the role that professional development plays in influencing teacher effectiveness.