Contrary to popular belief, most English Language Learners (ELLs) in the United States are native born, and this particular population is projected to make up 82% of the total American population in year 2050 (NCELA, 2006). A large achievement gap between ELLs and English speakers, however, has been identified, especially in urban districts, where reading and ELL student achievements tend to be low (Goldenberg, 2010). Presently, most ELLs are taught to decode the language by analyzing and identifying linguistic elements out of context. As a result, learners are less engaged and more detached about learning a language independent of meaning and relevant content (Goodlad, 1984). This study examined the use of reading materials that positively influence the achievement and classroom participation of native Spanish speaking English language learners (ELLs). A reading intervention was implemented in a sheltered ESL 3 (an equivalent to ninth grade English) classroom in a southwest urban school. This intervention addressed the extent to which culturally relevant authentic materials that incorporate learner's native language (L1) increased student achievement and participation. The results and pedagogical implications are discussed in this paper.
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