The Promise of After School Programs for English

Learners

Julie Maxwell-JollyUC Davis Center for Applied Policy in Education (CAP-Ed)

jrmaxwelljolly@ucdavis.edu

Research with relevance to the potential of after school programs for ELs

How after school programs lend themselves to providing support in these areas

Suggestions for how after school programs might do this

Presentation Will Address:

Teaching ELs to read in L1 promotes higher levels of English reading

Content instruction in L1 provides better access to content learning

L1 provides better access to valid assessment

Using L1 improves access to more rigorous content

Research Evidence for Primary Language Instruction & Support

Practice helps ELs make their language knowledge automatic

Interaction offers opportunities for ELs to express themselves in a variety of ways

Interaction with peers is motivating for EL students

Opportunities for Practice and Interaction

ELs need variety of approaches e.g.:

◦ To apply skills in a range of learning situations & formats,

◦ Varied & extensive second language input ◦ Instruction that builds on background experience

& knowledge ◦ Instruction that is appropriately rigorous—not

watered down 

Understanding & Addressing ELs’ Individual Differences

Key principles of engaging & motivating ELs:

◦ Instruction that makes connections to EL students’ lives & experience

◦ Safe & responsive learning environments ◦ Opportunities for interaction in the learning

situation 

Motivation and Engagement

Correlation exists between parental involvement & positive academic outcomes

Schools that are closing EL achievement gap have high quality school-community partnerships

 

Making Connections with Families of ELs

Not subject to same strictures as regular school day

Setting in which educators can use L1 to complement English instruction provided during regular school day

Opportunity to use L1 to frontload, review, check for understanding

 

AS Programs Suited to Providing L1 Support

Smaller groups=greater opportunity to interact with adults and other students

Smaller groups = less “performance” pressure

Greater comfort level = less self-conscious language production

Broader array of activities than can be easily accommodated during school day

 

  

AS Programs Suited to Providing Opportunities for Practice & Interaction

Smaller group size leads to better understanding of ELs’

This has growing relevance as class sizes increase

Staff w same background can understand ELs & use L1to assess EL needs

AS access to teachers with L1 important given 40% decrease in bilingual certificates

Wider range of activities & subject matter to address individual differences

 

AS Programs Suited to Addressing ELs’ Individual Differences

AS staff from same background make connections to ELs’ lives

AS programs foster trusting relationships with staff

AS programs help EL students feel safe and accepted

All above associated with EL motivation & engagement.

Greater range of activities=more possibilities to engage & motivate

AS Programs Suited to Motivating and Engaging ELs

Home-school connection an integral feature of many AS programs

Many AS programs administered or sponsored by community organizations

Community members often work in AS programs

AS staff from similar backgrounds to ELs put parents at ease

 

AS Programs Suited to Making Connections w EL Families

Most AS programs are in California

AS programs situated in schools with greater EL populations

Scarce education resources means extra important to ensure effective use for ELs

 

Current Policy Context Supports Importance of AS for ELs

Research supports the potential for AS programs to provide extra time for ELs

AS evaluation supports positive effects of AS for ELs

Research-supported strategies for improving EL achievement have potential for applicability in AS setting

To Summarize:

Foster Coordination Between After School and Regular School Day Staff

 

Ensure Intention and Planning of After School Activities with a Specific Focus on ELs

  

Ensure that Preparation for After School Staff Includes a Specific Focus on English Learners

Recruit and Hire After School Staff Who Reflect ELs’ Backgrounds

 

Prioritize After School Resources for Programs with the Most ELs

In current trying times, need direction on the best use of scarce resources

Emerging but scant evaluation research supports AS for promoting EL achievement

To provide guidance, AS evaluations need focus on specific effects for ELs

Important to Conduct EL-Specific Evaluation of AS