English Language Learners and the New Standards: Developing Language, Content Knowledge, and Analytical Practices in the Classroom

English Language Learners and the New Standards: Developing Language, Content Knowledge, and Analytical Practices in the Classroom

Hardcover(Library Binding)



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.

Product Details

ISBN-13: 9781612508023
Publisher: Harvard Education Press
Publication date: 05/01/2015
Pages: 224
Product dimensions: 6.00(w) x 9.00(h) x 0.60(d)

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 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.

Table of Contents


Foreword ix
Kenji Hakuta

ELLs and the New Standards 1 
Meeting the Goals of College and Career Readiness

Changing Times, Changing Teacher Expertise 23 
Pedagogical Shifts That Support Ambitious Learning for ELLs

From Theory to Practice 53 
Examining Assumptions About Language Acquisition, Learners, Learning, and Teaching

The Role of Formative Assessment 87 
Putting Content, Analytical Practices, and Language Together

The Role of Summative Assessment 109 
Key Leverage Points and Stress Points in Assessing ELLs

The Role of Policy 133 
Fostering a Learning Culture for ELLs and Their Teachers

Notes 151
Acknowledgments 171 
About the Authors 173
Index 175

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