Synopses & Reviews
English Language Learners and the New Standards provides a clear and practical path for helping teachers engage ELL students in simultaneously learning subject-area content, analytical practices, and language. This process requires three important shifts in our 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; and from a separate area of instruction to an approach that embeds language development in subject-area activities. For each step, the authors clarify the skills and knowledge teachers need to integrate content knowledge and language development, and show how teachers can integrate formative assessment in ongoing teaching and learning.
“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, professor, 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
Margaret Heritage is a senior scientist at WestEd and an assistant director at the National Center for Research on Evaluation, Standards, and Student Testing at UCLA. Aída Walqui directs the Teacher Professional Development Program at WestEd. Robert Linquanti is a project director and senior researcher at WestEd. Kenji Hakuta is the Lee L. Jacks Professor of Education at the Stanford Graduate School of Education.
Review
“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, professor, Steinhardt School of Culture, Education, and Human Development, New York University
Review
“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
Synopsis
This book offers practical suggestions for helping teachers to engage ELL students in simultaneously learning subject-area content, analytical practices, and language and shows how to integrate formative assessment.
Synopsis
In English Language Learners and the New Standards, three leading scholars present a clear vision and practical suggestions for helping teachers engage ELL students in simultaneously learning subject-area content, analytical practices, and language. This process requires three important shifts in our 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; and from a separate area of instruction to an approach that embeds language development in subject-area activities.
In English Language Learners and the New Standards, the authors:
- Clarify the skills and knowledge teachers need to integrate content knowledge and language development
- Show how teachers can integrate formative assessment in ongoing teaching and learning
- Discuss key leverage points and stress points in using interim and summative assessments with ELLs
- Provide classroom vignettes illustrating key practices
Finally, 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.
About the Author
Margaret Heritage is a senior scientist at WestEd and an assistant director at the National Center for Research on Evaluation, Standards, and Student Testing at UCLA.Aída Walqui directs the Teacher Professional Development Program at WestEdRobert Linquanti is a project director and senior researcher at WestEd.
Table of Contents
CONTENTS
Foreword ix
Kenji Hakuta
CHAPTER 1
ELLs and the New Standards 1
Meeting the Goals of College and Career Readiness
CHAPTER 2
Changing Times, Changing Teacher Expertise 23
Pedagogical Shifts That Support Ambitious Learning for ELLs
CHAPTER 3
From Theory to Practice 53
Examining Assumptions About Language Acquisition, Learners, Learning, and Teaching
CHAPTER 4
The Role of Formative Assessment 87
Putting Content, Analytical Practices, and Language Together
CHAPTER 5
The Role of Summative Assessment 109
Key Leverage Points and Stress Points in Assessing ELLs
CHAPTER 6
The Role of Policy 133
Fostering a Learning Culture for ELLs and Their Teachers
Notes 151
Acknowledgments 171
About the Authors 173
Index 175