Several studies indicate that the more comprehensive the use of primary language, the greater the potential for linguistically diverse students to be academically successful. Studies reviewed indicate that effective teachers for English-language learners use explicit skill instruction in which the teacher for example sets and articulates learning goals, actively assess student progress, and frequently makes class presentations illustrating how to do assigned work. The main purpose however is to help students use, try out, and create contexts that create meaning and engage students in collaboration. This attribute basically entails providing English-language learners opportunities to apply their knowledge and skills in a variety of formats and situations, and environments. Monitoring and reporting students' learning on a systematic fashion in order to determine students' progress and making the appropriate refinements on educational offerings is one of the characteristic of many of the studies included in the report.
Systematic assessment allow programs to continuously improve their impact on student achievement.
Although the programs provided ongoing staff development directly related to resolving new instructional issues for ESL and bilingual teachers, they also recruited excellent content area teachers and trained them in effective techniques to teach language minority students. Diverse Teaching Strategies for Diverse Learners. Association for Supervision and Curriculum Development, 1995. Restructuring Schools for Linguistic Diversity. The Institute of Policy Analysis and Research in collaboration with the National Center for Research on Cultural Diversity and Second Language Learning, 1995.