Unpacking the Language Demands in Academic Content and English Language Proficiency Standards for English Learners

Autor/inn/en	Wolf, Mikyung Kim; Bailey, Alison L.; Ballard, Laura; Wang, Yuan; Pogossian, Anahit
Titel	Unpacking the Language Demands in Academic Content and English Language Proficiency Standards for English Learners
Quelle	In: International Multilingual Research Journal, 17 (2023) 1, S.68-85 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wolf, Mikyung Kim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2022.2116221
Schlagwörter	Elementary School Students; Grade 5; English Language Learners; English (Second Language); Language Proficiency; Academic Standards; Language Teachers; General Education; Elementary School Teachers; Faculty Development; Teacher Attitudes; Language Arts; English Instruction; Difficulty Level; College Readiness; Career Readiness + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Language teacher; Sprachunterricht; Allgemein bildendes Schulwesen; Allgemeinbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Sprachkultur; English langauage lessons; Englischunterricht; Schwierigkeitsgrad
Abstract	In U.S. K-12 public schools, educational policy and practice for English learner (EL) students center around two sets of academic standards: English language proficiency (ELP) standards and content standards such as in English language arts and mathematics. This study examined the types of language demands manifested in those standards in Grade 5. Additionally, we investigated perceptions of both general education and ESL teachers about the language demands in the standards and the challenges in implementing the standards with EL students. Overall, a large overlap was found between academic content standards (particularly, English language arts) and ELP standards in terms of language functions with a heavy emphasis on integrated language skills and interaction skills. The teacher data indicate there is a strong desire for professional learning to better understand the language demands in the standards and to support the systematic collaboration between content-area and ESL teachers. Implications for practice and research in addressing the language demands in academic standards for appropriate EL education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01