What English Learners Need: ELD Materials that Teach English via ASCD

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What English Learners Need: ELD Materials that Teach English

ASCD  Inservice: 8.17.2018 by Susana Dutro and Raquel Mendia Núñez

English learners deserve student-centered instruction grounded in strong pedagogy and robust language learning. Title III requirements and ethical professional practice compel schools to provide accelerated learning that equips English learners to express the sophistication of their thinking for two related, but distinct, purposes. We need to equip students to fully engage in grade-level learning by infusing language support into content instruction. This is commonly referred to as integrated ELD. But that’s not enough (Dutro, Nunez, and Helman, 2016; Saunders and Goldenberg, 2010). We also need to grow student’s proficiency in English through dedicated time to explore how English works so they can take ownership of their language use. This is commonly referred to as dedicated, or designated, ELD.

Many current language arts programs include ELD instruction and claim to address both integrated and dedicated ELD. As districts consider adopting instructional materials, we have been asked for guidance. District leaders are finding that while programs generally address integrated ELD (language support for content learning), the proficiency-specific instruction they expect to see in dedicated ELD is lacking.

Critical Components of Dedicated ELD Materials

Language builds along a continuum of English proficiency

Look for a thoughtfully mapped language build by English proficiency, progressing from Emerging/Beginning to Expanding/Intermediate and then to advanced, bridging to full proficiency.

The goal is gaining English proficiency, not literacy invention

Literacy goals overwhelm language work when programs design their objectives from reading selections or literacy tasks. When reading selections are the focus, crucial language along the continuum may be skipped, resulting in gaps.

Materials include instruction for both input and output

We know that language is not acquired through input alone (Norris and Ortega, 2006). However, some programs rely on differentiated prompts by proficiency level. Scaffolding input is a necessary support, but learning a language requires lots and lots of output – using it, thinking aloud, jotting notes, and exploring through speaking and writing. Some programs confuse language supports with language instruction.  READ MORE >>