English Language Learners and the New Standards: Developing Language, Content Knowledge, and Analytical Practices in the Classroom

English Language Learners and the New Standards: Developing Language, Content Knowledge, and Analytical Practices in the Classroom

<DIV><DIV><P>In <I>English Language Learners and the New Standards</I>, 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.<BR /><BR /> In <I>English Language Learners and the New Standards</I>, the authors:</P><UL><LI>Clarify the skills and knowledge teachers need to integrate content knowledge and language development</LI><LI>Show how teachers can integrate formative assessment in ongoing teaching and learning</LI><LI>Discuss key leverage points and stress points in using interim and summative assessments with ELLs</LI><LI>Provide classroom vignettes illustrating key practices</LI></UL><P>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.</P></DIV></DIV>