Investigating the Language Demands in the Common Core State Standards for English Language Learners: A Comparison Study of Standards

Autor/inn/en	Wolf, Mikyung Kim; Wang, Yuan; Huang, Becky H.; Blood, Ian
Titel	Investigating the Language Demands in the Common Core State Standards for English Language Learners: A Comparison Study of Standards
Quelle	In: Middle Grades Research Journal, 9 (2014) 1, S.35-52 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Common Core State Standards; Comparative Analysis; Grade 8; Middle School Teachers; Language Arts; Literacy; English Language Learners; Language Proficiency; Coding; English (Second Language); Second Language Instruction; Language Teachers; Middle School Students; Program Implementation; California; Florida; New Jersey + Suchen Sie Ihr Suchwort? Common core curriculum; Curriculum; Kerncurriculum; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Sprachkultur; Alphabetisierung; Schreib- und Lesefähigkeit; Language skill; Language skills; Sprachkompetenz; Codierung; Programmierung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Student; Students; Schüler; Schülerin; Kalifornien
Abstract	This study reports on a critical review of the language demands contained in the Common Core State Standards for English language arts (CCSS-ELA) with the aim of deriving important implications for the instruction of English language learners. The language demands of the CCSS-ELA were compared with those of existing English language arts (ELA) and English language proficiency (ELP) standards from 3 states at Grade 8. After deriving a language skill coding scheme from the CCSS-ELA, the 3 states' standards documents were analyzed and compared to the CCSS-ELA in order to identify similarities and differences in the language skills and tasks represented across the standards documents. In addition, interviews were conducted with a small group of middle-school teachers to examine their interpretations of the CCSS-ELA along with their perceptions of the rigor of the standards for ELL students. The findings of the standards analyses and teacher interviews are discussed with respect to their implications for identifying important skills for ELL students to acquire in order to meet the performance descriptions in the CCSS-ELA. Implications for the effective implementation of the CCSS for ELL instruction are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01