Quantity and quality of literacy instruction for English language learners in Indiana elementary schools

Abstract This research adopts a collective case study to explore the quantity (time allocations for key literacy components and group configurations) and the quality of English language arts (ELA) instruction for Grade 1 English language learners (ELLs) across six classrooms in three Indiana elementary school districts during the 2019–2020 school year. Three teachers (treatment group) were participants in a year-long professional development (PD) program consisting of ELL teacher licensure coursework (plus instructional coaching for two of the treatment teachers). The other three teachers (control group) did not participate in the PD program. Analysis of video-recordings of teachers’ ELA instruction, coded video instances, and time allocations reveal that overall treatment teachers allocated more time for the ELA block, more time for vocabulary, comprehension, and fluency instruction, and in general provided higher quality instruction. The findings provide evidence of the effectiveness of the PD program for improving ELA instruction for ELLs. However, both control and treatment teachers have some discrepancies in the quality and quantity of their literacy instruction compared to evidence-based research. This study holds important implications for literacy educators as they identify and employ strategies best suited for ELLs.