Full Description
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 oncomprehension 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 that illustrate 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.
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
