
<HTML dir=ltr><HEAD><TITLE>[lg policy] report: Language of instruction not most important for English-learners</TITLE>

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<DIV dir=ltr><FONT face=Tahoma size=2>Via lgpolicy...</FONT></DIV></DIV>

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<P><FONT size=2>Language of instruction not most important for English-learners<BR>May 10, 2010<BR>By Beth Buckheit<BR><BR><BR>A new study by researchers at Johns Hopkins University’s Center for<BR>Research and Reform in Education could change the way schools in the<BR>United States teach nonnative speakers to read and speak in English.<BR>The traditional argument surrounding the instruction of<BR>English-language learners has been whether English immersion or<BR>bilingual approaches work the best. But the Johns Hopkins study is<BR>poised to make that debate irrelevant: After five years studying<BR>Spanish-dominant children in six schools in California, Colorado, New<BR>Mexico, Minnesota, Illinois and Texas, the researchers found that the<BR>quality of instruction had a greater impact on how easily the children<BR>learned English than did the language of instruction.<BR><BR><BR><BR>Read more: <A href="http://gazette.jhu.edu/2010/05/10/language-of-instruction-not-most-important-for-english-learners/#ixzz0nd6LiJs6">http://gazette.jhu.edu/2010/05/10/language-of-instruction-not-most-important-for-english-learners/#ixzz0nd6LiJs6</A><BR><BR><A href="http://gazette.jhu.edu/2010/05/10/language-of-instruction-not-most-important-for-english-learners/">http://gazette.jhu.edu/2010/05/10/language-of-instruction-not-most-important-for-english-learners/</A><BR></FONT></P></DIV></BODY></HTML>