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What strategies are effective for English language acquisition in newcomer populations?

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  • Date
  • Topic(s)
   Adult Education
  • Subtopic(s)
   English Language Skills
  • Population(s)

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What strategies are effective for English language acquisition in newcomer populations?

This evidence summary, authored by Switchboard, provides an overview of the current evidence on the effectiveness of various interventions for English language learning among newcomers. It addresses two crucial questions:

  1. Are there specific elements of English language acquisition programs for newcomer populations that are more effective or efficient than others?
  2. What role does technology play in the provision of English language learning programs?

 

By examining these questions, the summary aims to identify best practices and innovative approaches that can enhance English language learning outcomes for newcomers, ultimately supporting their integration and success.

Post TitleStrength of EvidenceType of StudyDirection of Evidence
Understanding and responsiveness in the trauma-informed adult ESL classroomSuggestiveSuggestive evidenceN/A
The home environment and Asian immigrant children’s early literacy skillsSuggestiveSuggestive evidenceN/A
Language policies and programs for adult immigrants in Canada: Deconstructing discourses of integrationSuggestiveSuggestive evidenceN/A
Diaspora literaciesSuggestiveSuggestive evidenceN/A
Investigating the impact of self-pacing on the L2 listening performance of young learner candidates with differing L1 literacy skillsSuggestiveSuggestive evidenceNo impact
Conducting a community-based ESOL programme needs analysisSuggestiveSuggestive evidenceN/A
A need to be needed: The intersection between emotions, apprenticeship, and student participation in an adult ESL literacy classroomSuggestiveSuggestive evidenceN/A
Implementing a year-long reading while listening program for Japanese University EFL students: Computer Assisted Language LearningSuggestiveSuggestive evidenceInconclusive or mixed impact
English-only instruction and immigrant students in secondary schools: A critical examinationSuggestiveLiterature reviewN/A
Change in home language environment and English literacy achievement over time: A multi-group latent growth curve modeling investigationSuggestiveSuggestive evidenceN/A
Bilingual education in the United States: An historical overview and examination of two-way immersionSuggestiveSuggestive evidenceN/A
Blended learning program: An alternative solution to improve students TOEFL scoreSuggestiveSuggestive evidencePositive impact
A participatory EFL curriculum for the marginalized: The case of North Korean refugee students in South KoreaSuggestiveSuggestive evidenceNo evidence about impact
A resource-oriented functional approach to English language learningSuggestiveSuggestive evidenceN/A
Factors shaping bilingual and ESL teachers’ perceptions of successes and barriers in meeting emergent bilingual students’ needsSuggestiveSuggestive evidenceN/A
Exploring early reading instructional strategies to advance the print literacy development of adolescent SLIFESuggestiveSuggestive evidencePositive impact
Exploring multilingual learners’ writing practices during an L2 and an L3 individual writing taskSuggestiveSuggestive evidenceN/A
“If I speak English, what am I? I am full man, me”: Emotional impact and barriers for refugees and asylum seekers learning EnglishSuggestiveSuggestive evidenceN/A
English language learning barriers of Afghan refugee women in AustraliaSuggestiveSuggestive evidenceN/A
Supporting immigrant families and rural schools: The boundary-spanning possibilities of an adult ESL programSuggestiveSuggestive evidenceN/A
Head Start, two-generation ESL services, and parent engagementModerateImpact evaluationPositive impact
Learning communities finding common ground for the common goodSuggestiveSuggestive evidenceN/A
Using gamification to support learning English as a second language: A systematic reviewStrongSystematic reviewPositive impact
Thirty-five years of ISLA on form-focused instruction: A meta-analysisStrongMeta-analysisPositive impact
School drama: Using drama for oracy in an EAL/D classroomSuggestiveSuggestive evidencePositive impact
Workplace ESOL goes digital: Expanding opportunities for English language learningSuggestiveSuggestive evidencePositive impact
Digital simulation games in CALL: A research reviewStrongSystematic reviewPositive impact
Retrospect and prospect of comuter assisted English language learning: A meta-analysis of the emprical literatureStrongMeta-analysisPositive impact
Developing mental orthographic representations in refugee spellers with low literacy: How much input is too much?ModerateImpact evaluationInconclusive or mixed impact
The effects of a two-generation English as a second language (ESL) intervention on immigrant parents and children in Head StartModerateImpact evaluationPositive impact
The health literacy and ESL study: A community-based intervention for Spanish-speaking adultsModerateImpact evaluationPositive impact
A cardiovascular health intervention for Spanish speakers: The health literacy and ESL curriculumModerateImpact evaluationPositive impact
The effects of a game-enhanced learning intervention on foreign language learningModerateImpact evaluationPositive impact
Differences in language proficiency and learning strategies among immigrant women to CanadaSuggestiveSuggestive evidenceN/A
The use of video games in teaching EFL students to write argumentsModerateImpact evaluationNo impact
“Keeping words in context”: Language policy and social identification in an immigrant job training programSuggestiveSuggestive evidenceN/A
Spoken word poetry with multilingual youth from refugee backgroundsSuggestiveSuggestive evidenceNo evidence about impact
Exploring ESOL teachers’ perspectives on the language learning experiences, challenges, and motivations of refugees and asylum seekers in the UKSuggestiveSuggestive evidenceN/A
The learn act: A bipartisan legislative proposal to advance educational opportunities for immigrants and English learnersSuggestiveSuggestive evidenceN/A
“J’aime to be funny!”: Humor, learning, and identity construction in high school English as a second language classroomsSuggestiveSuggestive evidenceN/A

Websites and Databases  Population Terms3  Methodology Terms  Target Outcome Terms 
EBSCOHost 

ERIC 

Google Scholar 

 refugee 

OR 

immigrant 

OR 

“unaccompanied minor” 

OR 

asylee 

OR 

“temporary protected status” 

OR 

 “victims of traffick*”  

OR 

“traffick* victims” 

OR 

T-Visa 

OR 

U-Visa 

OR 

Cuban 

OR  

Haitian 

OR 

Amerasian 

 

 evaluation  

OR  

impact 

OR 

program  

OR  

intervention  

OR 

policy  

OR  

project 

OR 

train* 

OR 

therapy 

OR 

treatment 

OR 

counseling 

OR  

workshop 

OR 

review  

OR 

meta-analysis 

OR 

synthesis 

 “English language learning” 

OR 

“English as a second language” 

OR 

“Toefl” 

OR 

“tesol” 

OR 

“English class*” 

OR 

“English tutor*”