As the United States’ English Language Learner (ELL) population grows, so does the need to understand how literacy instruction truly unfolds in classrooms, especially in under-resourced and rapidly changing communities. This timely publication presents findings from three interconnected studies that explore instructional quality, professional development, and the impact of COVID-19 on ELL education across rural and urban districts in Indiana. Drawing on over 150 hours of classroom video and grounded in social constructivism, translanguaging pedagogy and Purdue English Language Development (ELD) Framework, the research offers rare, granular insights into what works, and what doesn’t, for ELLs in elementary settings. From quantifying literacy practices to evaluating year-long professional development programs and analyzing pandemic-era adaptations, this book delivers actionable strategies for educators, researchers, and policymakers. With a focus on Indiana as a lens into national challenges, English Learner Literacy in Elementary Schools showcases new methods and frameworks for equitable, culturally responsive instruction. Whether in times of stability or crisis, it equips readers with the tools to support ELLs more effectively, wherever they teach.
Drawing on over 150 hours of classroom video and grounded in social constructivism, translanguaging pedagogy and Purdue English Language Development (ELD) Framework, the research offers rare, granular insights into what works, and what doesn’t, for English Language Learners in elementary settings.
