Evidence-Based Instruction

What is Evidence-Based Instruction and how can we use it to teach English Language Learners? 

“Evidence-based instruction (EBI) is the idea that classroom practices should be based on the best available scientific evidence, rather than personal judgment, tradition, social media trends, or other influences. EBI are practices consistently associated with positive learning outcomes” (Reading Rockets, 2024). Effective instructional strategies should combine evidence-based practices with equitable teaching and assessment for culturally and linguistically diverse students. 

In "Educating English Language Learners", Diane August (2017) identifies seven principles of evidence-based instruction that educators can incorporate into their practice. These are: 

1. Providing ELLs access to grade-level content.
2. Building on effective practices used with English-proficient students.
3. Providing supports to help ELLs master core content and skills. 
4. Developing ELLs academic language.
5. Encouraging peer-to-peer learning opportunities.
6. Capitalizing on student's home language, knowledge, and cultural assets. 
7. Screening for language and literacy challenges, monitoring progress, and supporting ELLs who are struggling. 

Evidence-Based Practices for Teaching Reading

Dr. Hollis Scarborough compares skilled reading to a strong rope made up of interconnected skills. Each skill represents a strand in the rope, and when all skills are developed, they contribute to a proficient

reader. However, if any one skill is not acquired fluently, it weakens the overall reading ability. According to Scarborough's model, these skills include language comprehension, word recognition, and the combination of these two for reading comprehension. To nurture skilled readers, students require comprehensive instruction that addresses and strengthens all these essential skills

Image: Scarborough's Reading Rope

Evidence-Based strategies for teaching reading include: 

• Conducting formative assessments with English learners using measures of phonological processing, letter knowledge, and word/text reading.
• Providing focused, intensive small-group interventions for English learners who are at risk for reading problems.
• Providing high-quality vocabulary instruction throughout the day.
• Ensuring the development of formal or academic English is a key instructional goal for English learners, beginning in the primary grades.
• Ensuring that teachers of English learners devote approximately 90 minutes a week to instructional activities in which pairs of students at different ability levels or different English language proficiencies work together on academic tasks in a structured fashion” (IES>WWC, 2014)

Evidence-Based Practices for Teaching Writing

Learning to read and write in English can be challenging for English Language Learners as they are “simultaneously learning the English language while also learning academic content”. To support EL

student’s cultural and linguistic needs and develop writing skills, teachers can provide opportunities for brainstorming and creating conceptual maps about topics that are familiar to them. We can provide “culturally responsive feedback that affirms, clarifies, and improves written work for students whose vocabulary and language development may not be fully developed” (Cardenas-Hagan & Vaughn, 2020). Students should be given opportunities to practice writing everyday, gain practice in planning, drafting, editing, revising, and giving/receiving feedback, and have many opportunities to collaborate with peers.

Strategies for Teaching Writing 

The SRSD (Self-Regulated Strategy Development) is an instructional strategy that can be used to reduce the cognitive demand of writing lessons and includes 6 stages:

1. Developing background knowledge

2. Discussion

3. Modelling

4. Memorizing

5. Providing scaffolds and support

6. Student independent writing

Additional strategies for developing writing include:

• Fostering vocabulary skills.
• Addressing the foundational skills of writing.
• Providing instruction on grammar and sentence structure.
• Teaching about topic sentences and paragraph structure.
• Using graphic organizers to teach about the different kinds of paragraphs and texts

Using Tools and Technology to Support Learning

For ELLs and all learners, technology can be used to: 

• Conduct research on a specific topic or find more information to increase understanding (using Google, Wikipedia, online dictionaries, etc.)
• Seek out answers to specific questions.
• Supplement lessons with more specific resources (providing links to websites or articles).
• Assist in written output - students can type responses, paragraphs, or stories using technology.
• Provide visuals and more context to specific words or ideas (if an ELL student is unfamiliar with the word "rattlesnake" we can search for an image online).
• Improve listening and reading comprehension - use audiobooks or podcasts with written transcripts for students to follow along.
• Help with early literacy and decoding skills for beginning ELLs (use apps like Starfall to aid in reading instruction).
• Provide students with more options for showing or presenting their learning (Powerpoint presentations, story boards, comic strips, etc.)
• Allow ELLs to translate words and texts that are unfamiliar (using Google Translate for individual words, sentences, taking photos of written text and then translating).
• Using videos or music as learning tools.
• Relaying messages to fellow classmates or teachers through instant messaging or email.
• Completing and submitting assignments using hybrid technology (Schoology).
• For ELL students, listening to a variety of spoken English to help with pronunciation, intonation, or expression.