Transitional Programs for English Language Learners: Contextual Factors and Effective Programming. Report

This report examines how the development of literacy in the native language plays a role in the acquisition of second language literacy, and how educators may determine when a student is ready to transition into English-only literacy programs by assessing the transfer of skills. In this report, transitional programs refer to instructional programs for students who have been schooled in their native language and are now in "transitional" classrooms receiving literacy instruction in English. Transition usually occurs during elementary school but may occur in middle and high school for older, recently arrived students who are entering English-only literacy programs. Regarding literacy development and transition from a first to a second language, the paper highlights school age children who are acquiring English as a Second Language, where English is the societal language.This report reviews relevant evaluation studies and studies that investigate the transfer of skills from a first language to English. Understanding these aspects of transfer is important in planning transition programs. The information helps educators determine when English language learners should be transitioned into English instruction and the skills they are likely to have learned that will support English literacy acquisition. The paper discusses the relationship between English oral proficiency and literacy instruction in English and the ensuing educational implications, describing the elements of successful transition programs for English language learners. It concludes with recommendations for research and practice. (Contains 67 references.) (SM)