Research-based effective teaching practices in English as a new language, transitional bilingual, and dual language classrooms

Abstract

This case study was carried out to confirm the use of a newly developed observational protocol as a
dependable checklist of effective language-focused teaching practices. The goal was to determine
whether or not such practices were being consistently utilized when teaching English language
learners (ELLs) in English as a new language (ENL), transitional bilingual (TBE), and dual language (DL)
program models, and where, specifically, teachers needed more support to infuse these practices into
daily instruction. Classes and teaching practices were observed in partner elementary and secondary
school classrooms in New York City, and the protocol was utilized to record strategies and
methodologies in daily content-area instruction. The results of the study identified areas where ENL,
TBE, and DL teachers could more fully meet the needs of ELLs in their classes. A compendium of
research-based teaching practices that can be used for professional development for ENL, TBE. and
DL teachers was subsequently developed.