New Values for English Language Development: California

The new California English Language Arts/English Language Development Framework is launching around the state this Spring, and I do tend to geek out on these sorts of things.

This twelve chapter document may shape up to be the superguide to the state (no pun intended) of ELD instruction.

As a place to start, here is my version of the Framework credos…

Valuing Language and Culture as Assets

Instruction builds upon and values their home cultures and primary languages.

Intellectual Richness

Students routinely engage in intellectually rich tasks and texts across the disciplines; high expectations for learning are established for all students.

Building Content Knowledge and Language Simultaneously

Instruction promotes content and language learning in tandem in all disciplines.

Attending to Specific Language Learning Needs
Specific, targeted language instruction builds into and from content learning.   Instruction is driven by English language proficiency levels and prior educational experiences in the primary language and English.

Integrating Domains of Communication 
The goal is full proficiency in each domain of English language proficiency: listening, speaking, reading, and writing.

Providing Appropriate Scaffolding 
Learners are intentionally supported to fully engage with intellectually challenging content using strategic scaffolding, tailored to student needs with the ultimate goal of student autonomy.

Evaluating Progress Appropriately 

Content knowledge and academic English development are evaluated with intentional, appropriate, and valid assessment tools that take into account English language proficiency levels and cultural backgrounds.   Instruction is monitored and adjusted via formative assessment.  Feedback is provided in a timely manner.

Sharing the Responsibility 

Learner’s positive educational experiences and academic success is a responsibility shared by all educators, the family, and the community.