Parameters of English Language Development Provision in EMI

2017 ◽  
pp. 101-122
Author(s):  
Lia Blaj-Ward
Keyword(s):  
Language Development ◽  
English Language ◽  
English Language Development

Evaluating the impact of restrictive language policies: the Arizona 4-hour English language development block

2012 ◽  
Vol 11 (1) ◽  
pp. 47-80 ◽  
Author(s):  
Cecilia Rios-Aguilar ◽  
Manuel S. González Canché ◽  
Shirin Sabetghadam
Keyword(s):  
Language Development ◽  
English Language ◽  
English Language Development ◽  
Language Policies ◽  
Development Block ◽  
The Impact

Cultivating Rich Language Development, Deep Learning, and Joyful Classrooms for English Learners

2019 ◽  
pp. 269-293
Author(s):  
Martha I. Martinez ◽  
Anya Hurwitz ◽  
Jennifer Analla ◽  
Laurie Olsen ◽  
Joanna Meadvin
Keyword(s):  
Deep Learning ◽  
Language Development ◽  
English Learners ◽  
English Language ◽  
Academic Language ◽  
English Language Development ◽  
Teaching English ◽  
Meaningful Engagement ◽  
Comprehensive Reform ◽  
Grade 3

Although there is general consensus among educators of English learners (ELs) regarding the need for contextualized language development, it is not widely implemented. This chapter explains the theory behind this shift in teaching English language development and for teaching ELs in general. The chapter also discusses the kind of professional development teachers need to make this shift, and the importance of meaningful engagement of families in their children's learning. The chapter situates this discussion within the Sobrato Early Academic Language (SEAL) model's work with schools across California. SEAL is a PK–Grade 3 comprehensive reform focused on the needs of English learners, and is designed to create a language-rich, joyful, and rigorous education. California is an important context given the state's large EL population and recent favorable shifts in educational policy, which provide a unique opportunity for laying a foundation for improved practices and outcomes for numerous English learners.

Do current English language development/proficiency standards reflect the English needed for success in school?

2011 ◽  
Vol 28 (3) ◽  
pp. 343-365 ◽  
Author(s):  
Alison L. Bailey ◽  
Becky H. Huang
Keyword(s):  
Language Development ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Empirical Studies ◽  
School Setting ◽  
English Language Development ◽  
Language Learner ◽  
Academic English ◽  
K 12

English language development or proficiency (ELD/P) standards promise to play an important role in the instruction and assessment of the language development of English language learner (ELL) pre-K-12 students, but to do so effectively they must convey the progression of student language learning in authentic school contexts for authentic academic purposes. The construct of academic English is defined as the vocabulary, sentence structures, and discourse associated with language used to teach academic content as well as the language used to navigate the school setting more generally. The construct definition is informed by a relatively modest number of empirical studies of textbooks, content assessments, and observations of classroom discourse. The standards of a state with a large ELL population and a large multi-state consortium are then reviewed to illustrate the role of the academic English construct in the standards’ coverage of language modalities or domains, levels of attainment or proficiency, grade spans, and the needs of the large number of young English learners. Recommendations and potential strategies for validating, creating, and augmenting standards that reflect authentic uses of academic language in school settings are also made.

English Language Development in Tunisia

1996 ◽  
Vol 30 (3) ◽  
pp. 598 ◽  
Author(s):  
Mohamed Daoud
Keyword(s):  
Language Development ◽  
English Language ◽  
English Language Development
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