English Language Proficiency Standards Aligned with Content Standards

Autor/in	Lee, Okhee
Titel	English Language Proficiency Standards Aligned with Content Standards
Quelle	In: Educational Researcher, 47 (2018) 5, S.317-327 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X18763775
Schlagwörter	English (Second Language); Second Language Learning; Standards; Language Proficiency; Language Tests; Federal Legislation; Language Arts; Mathematics Instruction; Science Instruction; Criticism; Consortia; Articulation (Education); Educational Practices; Course Content; Interdisciplinary Approach; Teacher Collaboration; Language Teachers; Content Analysis; Educational Policy; Elementary Secondary Education + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Standard; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Bundesrecht; Sprachkultur; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kritik; Vereinigung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Bildungspraxis; Kursprogramm; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerkooperation; Language teacher; Sprachunterricht; Inhaltsanalyse; Politics of education; Bildungspolitik
Abstract	As federal legislation requires that English language proficiency (ELP) standards are aligned with content standards, this article addresses issues and concerns in aligning ELP standards with content standards in English language arts, mathematics, and science. It starts with a brief description of federal legislation for alignment between ELP standards and content standards along with challenges of ensuring alignment. Then, it highlights how current efforts to ensure alignment center on the language used to engage in disciplinary practices of content standards. Next, taking a perspective on ELP standards from the vantage point of content areas, the article presents a critique of ELP standards developed by the two major consortia of states, WIDA and English Language Proficiency Assessment for the 21st Century (ELPA21). Specifically, the critique focuses on how each consortium addresses two aspects of alignment: (a) disciplinary practices across content areas and (b) cognitive expectations across proficiency levels. Both consortia fall short in accurately reflecting disciplinary practices and maintaining consistent cognitive expectations. Lessons learned from this critique offer recommendations for the field to move forward in ensuring English learners capitalize on the opportunities and meet the demands for both content and language learning presented by content standards. As the challenges in ELP standards development lie squarely at the intersection of content and language learning, the article ends with a call to action for closer collaboration between language and content educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01