The population of English language learners is enormously diverse. Teachers face the complex challenge of providing them with opportunities that allow them to attain the Common Core State Standards despite their various needs and abilities.
The authors discuss the challenges of assessing English Language Proficiency (ELP) in ways that are aligned with the Common Core State Standards (CCSS), and then make recommendations for developers of the next generation ELP assessments.
This paper discusses the affordances and challenges of bilingual instruction programs in light of the new Common Core State Standards and Next Generation Science Standards.
This paper argues that the heightened expectations around language in the new standards pose major challenges for all students who engage with rich academic content, especially English language learners (ELLs).
The authors make five policy recommendations designed to give ELLs the educational supports necessary to meet the new higher standards:
This paper outlines and addresses fundamental issues in assessing English Language Learners (ELLs), including “construct-irrelevant” factors that add unnecessary difficulty to tests, as well as uses of summative versus formative assessment. The paper also highlights assessment innovations relevant to ELLs, discussing their promise and potential pitfalls.
This paper recommends strategies for cultivating—as opposed to centrally planning—an online community that supports the goals of Understanding Language, beginning with the assumption that technological development should serve the needs and shared goals of community members.
This paper outlines strategies to prepare teachers to better meet the needs of English Language Learners (ELLs). New academic and language demands placed on students will require the development of new skills among teachers and school leaders.