Unpacking the language demands in academic content and English language proficiency standards for English learners

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...

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Bibliographic Details
Published in:International multilingual research journal 2023-01, Vol.17 (1), p.68-85
Main Authors: Wolf, Mikyung Kim, Bailey, Alison L., Ballard, Laura, Wang, Yuan, Pogossian, Anahit
Format: Article
Language:English
Subjects:
Academic Standards
Career Readiness
Classroom communication
Collaboration
College and career ready standards
College Readiness
Difficulty Level
Education policy
Elementary School Students
Elementary School Teachers
English (Second Language)
English as a second language instruction
English Instruction
English language
English Language Learners
English language proficiency (ELP) standards
English learners
English proficiency
English teachers
Faculty Development
General Education
Grade 5
Language Arts
language demands
Language Proficiency
Language Teachers
Second language teachers
Teacher Attitudes
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Summary: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.
ISSN:1931-3152
1931-3160
DOI:10.1080/19313152.2022.2116221