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This is the information to read for
KNOWING A LANGUAGE
Identifying Language Proficiency for Program Placement
http://www.colorincolorado.org/article/identifying-language-proficiency-program-placement
What does it mean to know a language? Communicative Competence
http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/ELLResearchBrief.pdf
English Language Learners
http://www.colorincolorado.org/article/what-difference-between-social-and-academic-english
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What is the Difference Between Social and Academic English?
KEY PRINCIPLES FOR ELL INSTRUCTION JANUARY 2013 The Common Core State Standards (CCSS) in
English Language Arts and Mathema9cs as well as the Next Genera9on Science Standards (NGSS) require
that English Language Learners (ELLs) meet rigorous, grade level academic standards. The following
principles are meant to guide teachers, coaches, ELL specialists, curriculum leaders, school principals,
and district administrators as they work to develop CCSS-aligned instruc9on for ELLs. These principles
are applicable to any type of instruc9on regardless of grade, proficiency level, or program type. Finally,
no single principle should be considered more important than any other. All principles should be
incorporated into the planning and delivery of every lesson or unit of instruc9on. 1. Instruction focuses
on providing ELLs with opportunities to engage in discipline- speci!c practices which are designed to
build conceptual understanding and language competence in tandem. Learning is a social process that
requires teachers to intentionally design learning opportunities that integrate reading, writing, speaking,
and listening with the practices of each discipline. 2. Instruction leverages ELLs’ home language(s),
cultural assets, and prior knowledge. ELLs’ home language(s) and culture(s) are regarded as assets and
are used by the teacher in bridging prior knowledge to new knowledge, and in making content
meaningful and comprehensible. 3. Standards-aligned instruction for ELLs is rigorous, grade-level
appropriate, and provides deliberate and appropriate scaffolds. Instruction that is rigorous and
standards-aligned reflects the key shifts in the CCSS and NGSS. Such shifts require that teachers provide
students with opportunities to describe their reasoning, share explanations, make conjectures, justify
conclusions, argue from evidence, and negotiate meaning from complex texts. Students with developing
levels of English proficiency will require instruction that carefully supports their understanding and use
of emerging language as they participate in these activities. 4. Instruction moves ELLs forward by taking
into account their English proficiency level(s) and prior schooling experiences. ELLs within a single
classroom can be heterogeneous in terms of home language(s) proficiency, proficiency in English,
literacy levels in English and student's home language(s), previous experiences in schools, and time in
the U.S. Teachers must be attentive to these differences and design instruction accordingly. 5.
Instruction fosters ELLs’ autonomy by equipping them with the strategies necessary to comprehend and
use language in a variety of academic settings. ELLs must learn to use a broad repertoire of strategies to
construct meaning from academic talk and complex text, to participate in academic discussions, and to
express themselves in writing across a variety of academic situations. Tasks must be designed to
ultimately foster student independence. 6. Diagnostic tools and formative assessment practices are
employed to measure students’ content knowledge, academic language competence, and participation
in disciplinary practices. These assessment practices allow teachers to monitor students’ learning so that
they may adjust instruction accordingly, provide students with timely and useful feedback, and
encourage students to re!ect on their own thinking and learning. These principles are based on papers
and discussions from the January 2012 Understanding Language Conference at Stanford University. In
developing these principles, the Understanding Language District Engagement Subcommittee drew
directly from theory, research, and professional knowledge related to the education of ELLs and the
papers presented at the conference. These principles explicitly reference the Common Core State
Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects,
the Common Core State Standards for Mathematics, and a Framework for K-12 Science Education:
Practices, Cross-cutting Concepts, and Core Ideas. REFERENCES Principle 1 Lantolf, J. P., & Thorne, S.L.
(2006). Sociocultural theory and the genesis of second language development. Oxford, UK: Oxford
University Press. Lee, O., Quinn, H., & Valdés, G. (2013, April). Science and Language for English
Language Learners in Rela9on to Next Genera9on Science Standards and with Implica9ons for Common
Core State Standards for English Language Arts and Mathema9cs. Educa7onal Researcher, published
online: DOI: 10.3102/0013189X13480524. Paradise, R., & Rogoff, B. (2009). Side by side: Learning by
observing and pitching in. Ethos, 37(1), 102–138. Schleppegrell, M. J. (2004). The language of schooling:
A func7onal linguis7cs approach. Mahwah, NJ: Lawrence Erlbaum Associates. Swain, M., & Lapkin, S.
(1998). Interac9on and second language learning: Two adolescent French immersion students working
together. The Modern Language Journal, 82(3), 320-227. van Lier, L., & Walquí, A. (2012, January 13-14).
Language and the Common Core State Standards. Paper presented at Understanding Language
Conference, Stanford, CA. Principle 2 Bunch, G., Kibler, A., & Pimentel, S. (2012, January 13-14).
Realizing opportuni9es for English Learners In the Common Core English Language Arts and disciplinary
literacy standards. Paper presented at Understanding Language Conference, Stanford, CA. Moschkovich,
J. (2012, January 13-14). Mathema9cs, the Common Core, and language: Recommenda9ons for
mathema9cs instruc9on for ELs aligned with the Common Core. Paper presented at Understanding
Language Conference, Stanford, CA. Trueba, H. T., Moll, L. C., Diaz, S., & Diaz, R. (1984). Final report:
Improving the func7onal wri7ng of bilingual secondary students. Washington, DC: Na9onal Ins9tute of
Educa9on. (ERIC Document Reproduc9on Service No. ED240862). Retrieved April 1, 2011, from
EBSCOHost ERIC database. Principle 3 Council of Chief State School Officers. (2012). Framework for
English Language Proficiency Development Standards corresponding to the Common Core State
Standards and the Next Genera7on Science Standards. Washington, DC: CCSSO. Donato, R. (1994).
Collec9ve scaffolding in second language learning. In Lantolf, J. P. & Appel, G. (Eds.), Vygotskian
approaches to second language research (pp. 33-56). Norwood, NJ: Ablex. van Lier, L., & Walquí, A.
(2012, January 13-14). Language and the Common Core State Standards. Paper presented at
Understanding Language Conference, Stanford, CA. Principle 4 Bunch, G., Kibler, A., & Pimentel, S.
(2012, January 13-14). Realizing opportuni9es for English Learners In the Common Core English
Language Arts and disciplinary literacy standards. Paper presented at Understanding Language
Conference, Stanford, CA. Valdés, G., Bunch, G. C., Snow, C. E., & Lee, C. (2005). Enhancing the
development of students' language(s). In L. Darling-Hammond, J. Bransford, P. LePage, K. Hammerness
& H. Duffy (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do
(pp. 126-168). San Francisco, CA: Jossey-Bass. 2 REFERENCES Walquí, A. & Heritage, M. (2012, January
13-14). Instruc9on for diverse groups of English Language Learners. Paper presented at Understanding
Language Conference, Stanford, CA. Principle 5 Allwright, D., & Hanks, J. (2009). The developing
language learner: An introduc7on to exploratory prac7ce. London, UK: Pagrave Macmillan. van Lier, L., &
Walquí, A. (2012, January 13-14). Language and the Common Core State Standards. Paper presented at
Understanding Language Conference, Stanford, CA. Walquí, A., & Heritage, M. (2012, January 13-14).
Instruc9on for diverse groups of English Language Learners. Paper presented at Understanding Language
Conference, Stanford, CA. Wong Fillmore, L., & Fillmore, C. (2012, January 13-14). What does text
complexity mean for English Learners and language minority students? Paper presented at the
Understanding Language Conference, Stanford, CA. Principle 6 Abedi, J., & Linquan9, R. (2012, January
13-14). Issues and opportuni9es in strengthening large scale assessment systems for ELLs. Paper
presented at Understanding Language Conference, Stanford, CA. Heritage, M. (2010). Forma7ve
assessment and next-genera7on assessment systems: Are we losing an opportunity? Washington, DC:
Council of Chief State School Officers. Heritage, M., Walqui, A., & Linquan9, R. (2013, May). Forma9ve
assessment as con9ngent teaching and learning: Perspec9ves on assessment as and for language
learning in the content areas. Paper presented at the annual mee9ng of the American Educa9onal
Research Associa9on, San Francisco, California. Moschkovich, J. (2012, January 13-14). Mathema9cs, the
Common Core, and language: Recommenda9ons for mathema9cs instruc9on for ELs aligned with the
Common Core. Paper presented at Understanding Language Conference, Stanford, CA. Taylor, J.,
Stecher, R., O’Day, J., Naoel, S. & LeFloch, K. C. (2010). State and Local Implementa7on of the No Child
LeU Behind Act, Volume IX—Accountability under NCLB: Final Report. Washington, DC: U.S. Department
of
Key Principles for ELL Instruction
https://www.youtube.com/watch?v=N-JvqObf5qk
Video: Jim Cummins Explains Research on BICS and CALP
https://www.youtube.com/watch?v=N-JvqObf5qk
Knowing a language discussion question
Knowing a language requires that learners develop various competencies. What does it mean to “know”
a language? Use research to support your answer. What are some research-based recommendations for
effective instruction for ELLs? Discuss any actions that you currently use. Respond to your colleagues’
postings with suggestions and reactions, whether based on knowledge from the readings.
(TESOL/NCATE 1, 5; InTASC 9, 10)
Session 3 Journal Prompt
The article “Key Principles for ELL Instruction” outlines applicable principles for any grade and content
level. Reflect on these principles. In your journal, respond to the following questions:
*What principles do you currently implement well? How do you know they are working?
*What principles do you need to enhance/further develop? Why? What actions you might take to
include more of these in your day-to-day instructional plan?
(TESOL/NCATE 1, 5; InTASC 1, 9-10)