Abstract
This article addresses the journey to English proficiency for ELs and the relationship between academic language and academic content proficiency. Research suggests that comparisons between ELP and academic content proficiency should be part of the process that states use to define English proficiency. It also suggests that representations of EL achievement must be sensitive to the fact that ELs progress at different rates.
Topics
Language Proficiency
English Learners
English Learners
Content Instruction