Standards-to-Standards Linkage Under Title III: Exploring Common Language Demands in ELD and Science Standards

Bailey, Alison L.; Butler, Frances A.; Sato, Edynn

doi:10.1080/08957340709336730

Cited by 19 publications

(8 citation statements)

References 7 publications

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“…Using this initial characterization of AE, Bailey and colleagues further operationalized the AE construct through an empirical approach that examined multiple sources of AE use in mainstream, upper-elementary classes Bailey, Butler, & Sato, 2007;Butler et al, 2004). The goal was to begin to articulate the AE target that students (native speakers and ELLs) must achieve to function well in content classes, which could serve as a baseline for the development of English language proficiency (ELP) standards and curricula materials.…”

Section: How the Literature Explicates Features Within And Across Conmentioning

confidence: 99%

A Review of the Literature on Teaching Academic English to English Language Learners

DiCerbo

Anstrom

Baker

et al. 2014

Review of Educational Research

101

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Academic English (AE) refers to the language used in school to help students acquire and use knowledge. This article reviews current literature to determine what is known about the nature of AE within the context of K-12 schooling. It describes how AE is conceptualized in the education research literature, how these conceptualizations are realized in instructional practices, and the implications of these conceptualizations for teacher education and professional development. The student population that is the primary focus of the article is English language learners, but the findings have implications for all students who struggle with learning AE. The article raises critical challenges in defining and operationalizing AE for instruction and suggests areas for further inquiry.Keywords: academic English, general education, English language learners, English as a second language instruction, teacher education, teacher professional development Language is at the heart of teaching and learning. It is the medium through which concepts and skills are learned and assessed, social relationships and identities are formed, and increasingly deeper and more complex disciplinary understandings are constructed over time

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Section: How the Literature Explicates Features Within And Across Conmentioning

confidence: 99%

A Review of the Literature on Teaching Academic English to English Language Learners

DiCerbo

Anstrom

Baker

et al. 2014

Review of Educational Research

101

View full text Add to dashboard Cite

show abstract

“…Similarly, Abedi and Hejri (2004) found that the performance gap between ELLs and non-ELLs was larger on linguistically complex items than on noncomplex items, regardless of the item content difficulty. An important distinction to be made is between everyday language and academic language: the contextual application of language, such as the use of nonspecialized academic words and specialized content area words (e.g., Bailey & Butler, 2003;Bailey, Butler, & Sato, 2007). Recently, two Dutch studies investigated this issue in secondary education mathematics.…”

Section: The Language Factormentioning

confidence: 99%

The Language Factor in Elementary Mathematics Assessments: Computational Skills and Applied Problem Solving in a Multidimensional IRT Framework

Hickendorff¹

2013

Applied Measurement in Education

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The results of an exploratory study into measurement of elementary mathematics ability are presented. The focus is on the abilities involved in solving standard computation problems on the one hand and problems presented in a realistic context on the other. The objectives were to assess to what extent these abilities are shared or distinct, and the extent to which students' language level plays a differential role in these abilities. Data from a sample of over 2,000 students from first, second, and third grade in the Netherlands were analyzed in a multidimensional item response theory (IRT) framework. The latent correlation between the two ability dimensions (computational skills and applied mathematics problem solving) ranged from .81 in grade 1 to .87 in grade 3, indicating that the ability dimensions are highly correlated but still distinct. Moreover, students' language level had differential effects on the two mathematical abilities: Effects were larger on applied problem solving than on computational skills. The implications of these findings for measurement practices in the field of elementary mathematics are discussed.

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“…(CCSSO, 2009c) One of the features added to the SEC process to help address the above questions is the analysis and coding of the language demands and language complexity across content standards, assessments, and instruction (Sato, Smithson, Usma, & Worth, 2008). The notion of language demands refers to the language necessary for achievement in the content areas (Bailey, Butler, & Sato, 2007). Examples of categories of language demands include identification, labeling, enumeration, classification, inquiring, description, analyzing, negotiation, and evaluation.…”

Section: Sec and Ellsmentioning

confidence: 99%

Alignment of Standards, Assessment and Instruction: Implications for English Language Learners in Ohio

Mohamud

Fleck

2010

Theory Into Practice

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Standards-to-Standards Linkage Under Title III: Exploring Common Language Demands in ELD and Science Standards

Cited by 19 publications

References 7 publications

A Review of the Literature on Teaching Academic English to English Language Learners

A Review of the Literature on Teaching Academic English to English Language Learners

The Language Factor in Elementary Mathematics Assessments: Computational Skills and Applied Problem Solving in a Multidimensional IRT Framework

Alignment of Standards, Assessment and Instruction: Implications for English Language Learners in Ohio

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