English Language Learners and the New Standards

English Language Learners and the New Standards provides a clear and practical path 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; and from a separate area of instruction to an approach that embeds language development in subject-area activities. For each step, the authors clarify the skills and knowledge teachers need to integrate content knowledge and language development, and show how teachers can integrate formative assessment in ongoing teaching and learning. "This easy-to-understand book is worth every minute. The authors offer thoughtful descriptions of content and language integration for English language learners to be college and career-ready. Complex theories of second language acquisition, teaching, learning, and assessment are made accessible. Classroom vignettes across content areas and grade levels make for fun reading. And all in such a concise book." -- Ohkee Lee, professor, Steinhardt School of Culture, Education, and Human Development, New York University "This book is a must-read for all educators, but essential for all teachers working with English language learners. It identifies the necessary shifts in instruction and policy that must take place in order for educators to successfully engage in the common core with ELLs. The concrete examples put forth allow educators to reevaluate and quickly shift their practice. It is a game changer for the system as a whole." -- Angélica Infante-Green, former CEO, Office of English Language Learners, New York City Department of Education Margaret Heritage is a senior scientist at WestEd and an assistant director at the National Center for Research on Evaluation, Standards, and Student Testing at UCLA. Aída Walqui directs the Teacher Professional Development Program at WestEd. Robert Linquanti is a project director and senior researcher at WestEd. Kenji Hakuta is the Lee L. Jacks Professor of Education at the Stanford Graduate School of Education.