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

• 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
• ISSN: 1931-3152; 1931-3160
• DOI: 10.1080/19313152.2022.2116221

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.