In English Language Learners and the New Standards, three leading scholars present a clear vision and practical suggestions for helping teachers engage ELL students in simultaneously learning subject-area content, analytical practices, and language. This process requires three important shifts in our perspective on language and language learning—from an individual activity to a socially engaged activity; from a linear process aimed at correctness and fluency, to a developmental process, focused on comprehension and communication; and from a separate area of instruction to an approach that embeds language development in subject-area activities.
In English Language Learners and the New Standards, the authors:
- Clarify the skills and knowledge teachers need to integrate content knowledge and language development
- Show how teachers can integrate formative assessment in ongoing teaching and learning
- Discuss key leverage points and stress points in using interim and summative assessments with ELLs
- Provide classroom vignettes illustrating key practices
Finally, the authors explain the theories and research that underlie their vision and examine the role of policy in shaping pedagogy and assessment for ELL students.
قائمة المحتويات
CONTENTS
Foreword ix
Kenji Hakuta
CHAPTER 1
ELLs and the New Standards 1
Meeting the Goals of College and Career Readiness
CHAPTER 2
Changing Times, Changing Teacher Expertise 23
Pedagogical Shifts That Support Ambitious Learning for ELLs
CHAPTER 3
From Theory to Practice 53
Examining Assumptions About Language Acquisition, Learners, Learning, and Teaching
CHAPTER 4
The Role of Formative Assessment 87
Putting Content, Analytical Practices, and Language Together
CHAPTER 5
The Role of Summative Assessment 109
Key Leverage Points and Stress Points in Assessing ELLs
CHAPTER 6
The Role of Policy 133
Fostering a Learning Culture for ELLs and Their Teachers
Notes 151
Acknowledgments 171
About the Authors 173
Index 175
عن المؤلف
Margaret Heritage is senior scientist at West Ed and assistant director at the National Center for Research on Evaluation, Standards, and Student Testing at the University of California, Los Angeles. For many years her work has focused on formative assessment and on how teachers can implement effective formative assessment in their classrooms. She has made numerous presentations all over the United States, as well as in Europe, Asia, and Australia, and has published extensively on the topic. Her last book,
Formative Assessment in Practice: A Process of Inquiry and Action, was also published by Harvard Education Press.
Aída Walqui directs the Teacher Professional Development Program at West Ed. She specializes in the professional growth required by teachers to work with second-language learners deeply and generatively. Her work has focused on defining, designing, and supporting quality education in multilingual, intercultural contexts in the United States, Europe, Asia, and Latin America. She has published extensively on issues related to teacher professional development and the development of deep literacies with English language learners.
Robert Linquanti is project director and senior researcher at West Ed. His work helps educators and policy makers at local, state, and national levels to strengthen assessment, evaluation, and accountability policies, practices, and systems for English language learners. He has published and presented widely on evaluating education policies, establishing comprehensive assessment systems, and improving accountability and equity for ELLs. He serves on several state and national advisory bodies related to these topics.
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