English Language Proficiency Standards Aligned With Content Standards

Dados Bibliográficos

ID9734161
AutoresOkhwa Lee (0000-0003-3551-1583, New York University, autor correspondente), Okhee Lee (New York University, New York, NY)
Ano2018
Volume47
Fascículo5
Páginas317-327
Data de publicação2018-06-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x18763775
OpenAlexW2790790529
IdiomaEN
Citações recebidas23
Referências citadas13

As federal legislation requires that English language proficiency (ELP) standards are aligned with content standards, this article addresses issues and concerns in aligning ELP standards with content standards in English language arts, mathematics, and science. It starts with a brief description of federal legislation for alignment between ELP standards and content standards along with challenges of ensuring alignment. Then, it highlights how current efforts to ensure alignment center on the language used to engage in disciplinary practices of content standards. Next, taking a perspective on ELP standards from the vantage point of content areas, the article presents a critique of ELP standards developed by the two major consortia of states, WIDA and English Language Proficiency Assessment for the 21st Century (ELPA21). Specifically, the critique focuses on how each consortium addresses two aspects of alignment: (a) disciplinary practices across content areas and (b) cognitive expectations across proficiency levels. Both consortia fall short in accurately reflecting disciplinary practices and maintaining consistent cognitive expectations. Lessons learned from this critique offer recommendations for the field to move forward in ensuring English learners capitalize on the opportunities and meet the demands for both content and language learning presented by content standards. As the challenges in ELP standards development lie squarely at the intersection of content and language learning, the article ends with a call to action for closer collaboration between language and content educators

Academic standards · Curriculum · Discipline · Engineering ethics · Higher education · Language assessment · Learning standards · Legislation · Mathematics education · Next Generation Science Standards · Pedagogy · Political science · Public relations · Sociology · Educational Assessment and Pedagogy · Educator Training and Historical Pedagogy · Engineering · Law · Psychology · Second Language Learning and Teaching