Instructional Models and Strategies for Language Acquisition and Literacy

This study introduces research that shows the most effective teaching models and strategies for language acquisition for students whose primary language is not English in the United States; although most of the research and suggestions presented are also effective for teaching all students, regardless of the student\u27s language level. First, a short background of the history of bilingual education is reviewed. Then, the language domains and various stages oflanguage acquisition are explained. Later, an overview of the research of the most effective teaching models and strategies are provided to inform preschool through 12th grade classroom teachers, Para educators (teaching assistants), tutors, and administrators on the most effective literacy instruction based on students\u27 need. Lastly, a professional development presentation is provided to highlight the main points of the research as an introduction for educators and administrators. Included in this presentation are recommended literature, specific teaching strategies, discussion questions, and resources for educators. The project summarizes the research to offer teacher training and support for those working with students still acquiring the English language. This will allow educators to learn the most effective, research-based instructional practices that will further develop their ability to teach English Language Learners (ELL\u27s) by differentiating instruction which will increase students\u27 literacy and language development