English Language Learners and the New Standards: Developing Language, Content Knowledge, and Analytical Practices in the Classroom
This resource presents a clear vision and practical suggestions for helping teachers engage English language learner (ELL) students in simultaneously learning subject-area content, analytical practices, and language.
This process requires three important shifts in educators’ perspective on language and language learning:
- From an individual activity to a socially engaged activity
- From a linear process aimed at correctness and fluency, to a developmental process, focused on comprehension and communication
- From a separate area of instruction to an approach that embeds language development in subject-area activities
- Clarifies the skills and knowledge teachers need to integrate content knowledge and language development
- Shows how teachers can integrate formative assessment in ongoing teaching and learning
- Discusses key leverage points and stress points in using interim and summative assessments with ELLs
- Provides classroom vignettes illustrating key practices
In addition, the authors explain the theories and research that underlie their vision and examine the role of policy in shaping pedagogy and assessment for ELL students.
Download the discussion guide for professional learning communities.
Product InformationISBN: 978-1-61250-801-6
Format: Trade Paper
Publisher: Harvard Education Press
Praise for this Resource
This easy-to-understand book is worth every minute. The authors offer thoughtful descriptions of content and language integration for English language learners to be college and career-ready. Complex theories of second language acquisition, teaching, learning, and assessment are made accessible. Classroom vignettes across content areas and grade levels make for fun reading. And all in such a concise book.Ohkee Lee, Steinhardt School of Culture, Education, and Human Development, New York University
This book is a must-read for all educators, but essential for all teachers working with English language learners. It identifies the necessary shifts in instruction and policy that must take place in order for educators to successfully engage in the common core with ELLs. The concrete examples put forth allow educators to reevaluate and quickly shift their practice. It is a game changer for the system as a whole.Angélica Infante-Green, former CEO, Office of English Language Learners, New York City Department of Education
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