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.
|Publisher:||Harvard Education Press|
|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
CONTENTS Foreword ixKenji HakutaCHAPTER 1ELLs and the New Standards 1 Meeting the Goals of College and Career ReadinessCHAPTER 2Changing Times, Changing Teacher Expertise 23 Pedagogical Shifts That Support Ambitious Learning for ELLsCHAPTER 3From Theory to Practice 53 Examining Assumptions About Language Acquisition, Learners, Learning, and TeachingCHAPTER 4The Role of Formative Assessment 87 Putting Content, Analytical Practices, and Language TogetherCHAPTER 5The Role of Summative Assessment 109 Key Leverage Points and Stress Points in Assessing ELLsCHAPTER 6The Role of Policy 133 Fostering a Learning Culture for ELLs and Their TeachersNotes 151Acknowledgments 171 About the Authors 173Index 175