Esl in Puerto Rico
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Review of “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force
Stephen Krashen
University of Southern California
Kellie Rolstad
Arizona State University
Jeff MacSwan
Arizona State University
The “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force purports to present a scholarly and balanced review of current scientific knowledge regarding effective programs for English Language Learners (ELLs) in general and Structured English Immersion (SEI) in particular. However, we find that the review neglects to reference significant research bearing on the questions raised, and frequently draws inappropriate conclusions from the research presented. Perhaps most disappointing is the tendency in the review to neglect important conceptual distinctions which could have usefully guided the research summary. Below we address each area of literature review in turn, pointing out significant limitations and incorrect interpretations as they arise.
1. What is the current state of scientific research in the area of effective instruction for English Learners?
The review cites references to make the point that there are relatively few high quality studies regarding program effectiveness for English Language Learners, with estimates ranging from five (Gersten & Baker, 2000) to fifty (Genesee, Lindholm-Leary, Saunders & Christian, 2004). While any empirical question of significance might benefit from additional research, experts widely believe that adequately many program effectiveness studies have been carried out to provide solid guidance to policy makers.
Several recent research syntheses have been conducted which the Task Force document fails to reference and which bear directly on the question of program effectiveness. In a recent narrative synthesis of research, funded by the U.S....
Stephen Krashen
University of Southern California
Kellie Rolstad
Arizona State University
Jeff MacSwan
Arizona State University
The “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force purports to present a scholarly and balanced review of current scientific knowledge regarding effective programs for English Language Learners (ELLs) in general and Structured English Immersion (SEI) in particular. However, we find that the review neglects to reference significant research bearing on the questions raised, and frequently draws inappropriate conclusions from the research presented. Perhaps most disappointing is the tendency in the review to neglect important conceptual distinctions which could have usefully guided the research summary. Below we address each area of literature review in turn, pointing out significant limitations and incorrect interpretations as they arise.
1. What is the current state of scientific research in the area of effective instruction for English Learners?
The review cites references to make the point that there are relatively few high quality studies regarding program effectiveness for English Language Learners, with estimates ranging from five (Gersten & Baker, 2000) to fifty (Genesee, Lindholm-Leary, Saunders & Christian, 2004). While any empirical question of significance might benefit from additional research, experts widely believe that adequately many program effectiveness studies have been carried out to provide solid guidance to policy makers.
Several recent research syntheses have been conducted which the Task Force document fails to reference and which bear directly on the question of program effectiveness. In a recent narrative synthesis of research, funded by the U.S....