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: (1) From an individual activity to a socially engaged activity; (2) From a linear process aimed at correctness and fluency, to a developmental process, focused on comprehension and communication; and (3) From a separate area of instruction to an approach that embeds language development in subject-area activities. The book 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, and 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.