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

by Margaret Heritage, Aída Walqui, Robert Linquanti, Kenji Hakuta (Foreword by)

Overview

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:	9781612508030
Publisher:	Harvard Education Press
Publication date:	01/15/2020
Sold by:	Barnes & Noble
Format:	eBook
Pages:	224
Sales rank:	320,621
File size:	3 MB

About the Author

Margaret Heritage is senior scientist at WestEd and assistant director at the National Center for Research on Evaluation, Standards, and Student Testing at the University of California, Los Angeles. For many years her work has focused on formative assessment and on how teachers can implement effective formative assessment in their classrooms. She has made numerous presentations all over the United States, as well as in Europe, Asia, and Australia, and has published extensively on the topic. Her last book, Formative Assessment in Practice: A Process of Inquiry and Action, was also published by Harvard Education Press.

Aída Walqui directs the Teacher Professional Development Program at WestEd. She specializes in the professional growth required by teachers to work with second-language learners deeply and generatively. Her work has focused on defining, designing, and supporting quality education in multilingual, intercultural contexts in the United States, Europe, Asia, and Latin America. She has published extensively on issues related to teacher professional development and the development of deep literacies with English language learners.

Robert Linquanti is project director and senior researcher at WestEd. His work helps educators and policy makers at local, state, and national levels to strengthen assessment, evaluation, and accountability policies, practices, and systems for English language learners. He has published and presented widely on evaluating education policies, establishing comprehensive assessment systems, and improving accountability and equity for ELLs. He serves on several state and national advisory bodies related to these topics.

Table of 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

Editorial Reviews

“This easy-to-understand book is worth every minute. The authors offer thoughtful descriptions of content and language integration for English language learners to be college and career-ready. Complex theories of second language acquisition, teaching, learning, and assessment are made accessible. Classroom vignettes across content areas and grade levels make for fun reading. And all in such a concise book.” — Ohkee Lee, professor, Steinhardt School of Culture, Education, and Human Development, New York University

“This book is a must-read for all educators, but essential for all teachers working with English language learners. It identifies the necessary shifts in instruction and policy that must take place in order for educators to successfully engage in the common core with ELLs. The concrete examples put forth allow educators to reevaluate and quickly shift their practice. It is a game changer for the system as a whole.” — Angélica Infante-Green, former CEO, Office of English Language Learners, New York City Department of Education

From the Publisher