Aligning English Language Proficiency Standards with Content Standards: Shared Opportunity and Responsibility across English Learner Education and Content Areas

Autor/in	Lee, Okhee
Titel	Aligning English Language Proficiency Standards with Content Standards: Shared Opportunity and Responsibility across English Learner Education and Content Areas
Quelle	In: Educational Researcher, 48 (2019) 8, S.534-542 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X19872497
Schlagwörter	Federal Legislation; Elementary Secondary Education; Educational Legislation; Language Usage; English (Second Language); Second Language Learning; Second Language Instruction; Standards; Language Proficiency; Interdisciplinary Approach; Course Content; Alignment (Education); English Language Learners; Educational Policy; Mathematics Instruction; Policy Analysis; Science Education; Language Arts + Suchen Sie Ihr Suchwort? Bundesrecht; Bildungsrecht; Schulgesetz; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Standard; Language skill; Language skills; Sprachkompetenz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kursprogramm; Politics of education; Bildungspolitik; Mathematics lessons; Mathematikunterricht; Politikfeldanalyse; Naturwissenschaftliche Bildung; Sprachkultur
Abstract	The Every Student Succeeds Act of 2015 mandates that English language proficiency (ELP) standards align with content standards. As the fast-growing population of English learners (ELs) is expected to meet college- and career-ready content standards, the purpose of this article is to highlight key issues in aligning ELP standards with content standards. The overarching question is how to align ELP standards with academically rigorous and language-intensive disciplinary practices of content standards while respecting and maintaining the nature of the discipline within each area. I begin by describing contributions and shortcomings of content standards and ELP standards. Next, I propose consideration of three components in aligning ELP standards with content standards: (a) norms of disciplinary practices across content areas, (b) developmental progressions of disciplinary practices across K-12 grade levels or bands and across content areas, and (c) language use across levels of English proficiency. For each component, the challenges in establishing alignment and potential trade-offs in addressing these challenges are discussed. Finally, I highlight how these challenges present opportunities for substantive collaboration between EL education and content areas to move these fields forward and ensure ELs achieve academically rigorous content standards while developing ELP. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01