The Center for Academic Language Development (CALD), in its work with inservice and preservice teachers, school districts, and county offices of Education, deem the following three as priority areas to conduct new studies or conduct a review of the literature on existing studies. A statement of evidence has been developed after each focus area below.
c. The alignment of ELP standards with college- and career-ready standards and the alignment of ELP assessments with ELP standards, including assessments that are accessible to, and usable with, Ells with disabilities.
–As with the prior ELD standards and the CELDT in California, CELLA in Florida, NYSESALT in New York and TELPAS in Texas, there currently exists in the field much less awareness of the ELP standards, as well as their alignment to the CCSS and the ELP assessments. Since there has been an intentional approach and design in aligning the two systems, educators must build awareness about both, in order that silos around these two initiatives do not develop in the field. In order for there to be coherence and alignment between the two systems, educators must build background knowledge of how the ELP standards and assessments are in fact an onramp to the CCSS expectations. Since all teachers are teachers of Ells, all educators must become knowledgeable regarding both systems.
d. Key features of instruction for Ells that promote language acquisition, including academic language, social language, and content knowledge in various educational programs that provide instruction in English or in English and another language.
–If language is in fact at the center of the CCSS, then the specific language that Ells need—both social and academic language—must be emphasized alongside of content knowledge. In particular, strategies and best practices that promote both social and academic language for Ells within content areas must be studied and promoted. Additionally, programs that are most closely aligned to the expectations of the CCSS and the ELP standards must be designed, studied, and promoted, so that educators can make the best decisions possible regarding instructional materials and curriculum for Ells.
f. Characteristics of professional development that prepares prospective teachers or currently practicing teachers who are language development specialists or content teachers of Ells to design and deliver instruction that promotes language acquisition and content knowledge.
–Best practices around professional development, which is supported by research and practical, must be studied and recommended. Professional development must be both well supported and on going, so that teachers can build proficiency around new instructional strategies with Ells. There must also be follow-up professional development that does not switch gears over time, acknowledging the in-depth support needed for teachers to become effective with new instructional efforts. Alongside of on-going support systems, professional development must be both modeled across grade levels and content areas, as well as monitored often for effective implementation.
Director: Ivannia Soto-Hinman, Ph.D., Whittier College
Advisory Board Members:
- Rossana Boyd, Ph.D. , University of Northern Texas
- Linda Carstens, Ph.D., Federal Reviewer/University of New Mexico
- Arthur Chou, Publisher, Velázquez Press
- Eva Garcia, Executive Director, NYS/NYC Regional Bilingual/ESL-Resource Network, Fordham University
- Magaly Lavandez, Ph.D., Center for Equity for English Learners, Loyola Marymount University
- Charlene Rivera, Ph.D., GWU, Center for Equity and Excellence in Education
- Shelly Spiegel-Coleman, Executive Director, Californians Together