Increasing Academic Oral Language Development: Using English Language Learner Shadowing in Classrooms (Teaching Language Learning) (Report‪)‬

Introduction According to Diane August (2002), a senior research scientist at the Center for Applied Linguistics, English Language Learners (ELLs) spend less than two percent of their school day in oral language development. Worse yet, when ELLs are speaking in school, it is often not about academic topics or rigorous content. Instead, according to Gibbons (2002), ELLs are relegated to shallow forms of speech, such as those which require only one-word responses.