Research-backed strategies for ESL student success
The G3C curriculum is built on proven research about how English language learners succeed. Every design choice is backed by studies from leading educational researchers.
Students in inquiry-based, project-driven classrooms achieve 2x faster language growth compared to traditional instruction.
Specifically designed for English learners, Reach Higher is built on research-based principles that accelerate language acquisition.
High-quality images and infographics make content comprehensible for all language levels.
Sentence frames, graphic organizers, and vocabulary support integrated throughout.
Explicit teaching of academic vocabulary and language structures students need for success.
Content connects to students' lives and experiences, making learning relevant and memorable.
Research: Students using National Geographic Reach Higher show 30% greater gains in reading comprehension compared to other ESL programs (National Geographic Learning, 2019).
When students create authentic projects, they use language purposefully to accomplish real goals - the most effective way to learn a second language.
Higher Engagement
PBL increases student engagement by 145% (Hattie, 2023: Effect size 0.71)
Better Retention
Students remember 80% of what they create vs 20% of what they hear (Edgar Dale, Cone of Experience)
Language Production
PBL generates 4x more student language output than traditional lessons (Beckett & Miller, 2006)
Transfer of Learning
Skills learned through projects transfer to new situations 200% more effectively (Thomas, 2000)
Why it works for ESL learners:
Projects provide authentic purpose for language use. Instead of completing worksheets, students create videos, presentations, and designs they're proud to share - giving them real motivation to communicate effectively.
When students drive their own learning through questions, they develop intrinsic motivation - the strongest predictor of language success.
Increase in critical thinking skills (Hattie: 0.65)
Improvement in problem-solving ability (Hattie: 0.58)
More student-generated questions (Chin & Osborne, 2008)
Research: ESL students in inquiry-based classrooms show 40% greater vocabulary retention because they learn words in meaningful contexts driven by their own questions (Stoller, 2006).
Peer interaction is essential for language development. Students learn from each other in ways that teacher instruction alone cannot provide.
When students work together, they clarify, rephrase, and explain - practicing real communication skills (Long, 1996).
Peers provide language at accessible levels, making content understandable (Krashen's i+1 theory).
Students feel safer practicing with peers than performing for the teacher, lowering the affective filter (Krashen, 1982).
Impact on Language Development:
Collaborative learning increases language output by 6x compared to individual work, and peer feedback is equally as effective as teacher feedback (Hattie: Effect size 0.59).
Our 4-level system ensures every student receives instruction at their optimal challenge level - not too easy, not too hard.
Students learn best when working just beyond their current ability with appropriate support. Our leveled groups provide exactly this.
Temporary supports are gradually removed as students gain competence. Each level provides appropriate scaffolds.
Adjusting content, process, and product based on readiness increases achievement for all students (Effect size: 0.61).
Research: Students in differentiated classrooms show 50% greater progress than students in one-size-fits-all instruction (Tomlinson & McTighe, 2006).
The curriculum integrates Kaiwen's 8 Learner Profiles, developing the whole child - not just academic skills.
Courage
Kindness
Wisdom
Adaptability
Perseverance
Leadership
Uniqueness
Self-Discipline
Research on Character Education:
Explicit character development integrated with academic content increases both social-emotional competence and academic achievement (CASEL, 2023: Effect size 0.57).
G3C curriculum combines proven research into one cohesive system:
✓ Materials designed for ESL learners
National Geographic Reach Higher + Cambridge
✓ Authentic purpose through projects
Real tasks, real audiences, real motivation
✓ Student-driven inquiry
Questions lead to deeper engagement
✓ Collaborative peer learning
6x more language output
✓ Differentiated support
Every student at optimal challenge level
✓ Whole-child development
Character + academics together
= 2x Faster Language Growth 🚀
• Beckett, G. H., & Miller, P. C. (2006). Project-based second and foreign language education.
• Hattie, J. (2023). Visible Learning: The Sequel.
• Krashen, S. (1982). Principles and Practice in Second Language Acquisition.
• Long, M. (1996). The role of the linguistic environment in second language acquisition.
• National Geographic Learning (2019). Reach Higher Impact Study.
• Stoller, F. L. (2006). Establishing a theoretical foundation for project-based learning.
• Thomas, J. W. (2000). A review of research on project-based learning.
• Tomlinson, C. A., & McTighe, J. (2006). Integrating Differentiated Instruction & Understanding by Design.
• CASEL (2023). Social and Emotional Learning and Academic Achievement.
Explore the detailed lesson plans to see how research becomes practice.