Transformation in K–12 English Language Proficiency Assessment

Boals, Timothy; Kenyon, Dorry Mann; Blair, Alissa; Cranley, M. Elizabeth; Wilmes, Carsten; Wright, Laura

doi:10.3102/0091732x14556072

Cited by 53 publications

(16 citation statements)

References 67 publications

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“…The issue of alignment has gained heightened significance in the wake of content standards in ELA, mathematics, and science that present an “unprecedented level of language demands” (Boals et al, 2015, p. 123). In particular, the content standards call for all students, including ELs, to engage in academically rigorous and language-intensive disciplinary practices, such as arguing from evidence and constructing explanations (Lee et al, 2013).…”

Section: Alignment Across Content Areas: Norms Of Disciplinary Practicesmentioning

confidence: 99%

Aligning English Language Proficiency Standards With Content Standards: Shared Opportunity and Responsibility Across English Learner Education and Content Areas

Lee

2019

Educational Researcher

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The Every Student Succeeds Act of 2015 mandates that English language proficiency (ELP) standards align with content standards. As the fast-growing population of English learners (ELs) is expected to meet college- and career-ready content standards, the purpose of this article is to highlight key issues in aligning ELP standards with content standards. The overarching question is how to align ELP standards with academically rigorous and language-intensive disciplinary practices of content standards while respecting and maintaining the nature of the discipline within each area. I begin by describing contributions and shortcomings of content standards and ELP standards. Next, I propose consideration of three components in aligning ELP standards with content standards: (a) norms of disciplinary practices across content areas, (b) developmental progressions of disciplinary practices across K–12 grade levels or bands and across content areas, and (c) language use across levels of English proficiency. For each component, the challenges in establishing alignment and potential trade-offs in addressing these challenges are discussed. Finally, I highlight how these challenges present opportunities for substantive collaboration between EL education and content areas to move these fields forward and ensure ELs achieve academically rigorous content standards while developing ELP.

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Section: Alignment Across Content Areas: Norms Of Disciplinary Practicesmentioning

confidence: 99%

Aligning English Language Proficiency Standards With Content Standards: Shared Opportunity and Responsibility Across English Learner Education and Content Areas

Lee

2019

Educational Researcher

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“…Early opportunities to develop information capital can be leveraged by parents during naturalistic play, reasoning through daily routines, and adult–child book discussions that can spark a child's interest in learning more about the surrounding environment. Because oral language serves as the primary medium through which early content learning occurs (Boals et al., ), reading and talking about books in the child's native tongue is at the heart of young children's oral language and knowledge development, filling in potential knowledge gaps (Pinkham, ) that can impact school readiness.…”

Section: Oral Language and Knowledge Acceleration In The Homementioning

confidence: 99%

Parent Book Talk to Accelerate Spanish Content Vocabulary Knowledge

Pollard-Durodola¹,

González²,

Satterfield³

et al. 2017

The Reading Teacher

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This article bridges research to practice by summarizing an interactive content‐enriched shared book reading approach that Spanish‐speaking parents of preschool‐age children can easily use in the home to accelerate content vocabulary knowledge in Spanish. The approach was implemented in preschool classrooms using a transitional bilingual education model in Central Texas and in a Saturday Spanish heritage language school in the Midwestern United States. Spanish‐speaking emergent bilingual children from both lower and higher socioeconomic status backgrounds learned content‐related vocabulary via parent–child discussions of Spanish storybooks and informational texts organized by compelling science and social studies themes and topics. The authors provide recommendations for how teachers can support Spanish‐speaking parents' ability to develop informal knowledge‐building experiences through home‐based interactive book discussions in Spanish.

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“…Title III of NCLB required the development of ELP/D standards. Additionally, an articulation of the distinctions, interrelationships, and alignments between academic content standards and ELP standards was expected, departing from a primary focus on social language (Boals et al, 2015). Further, connections to summative content assessments and ELP assessments had to be addressed, but this specific area was under-addressed in Indiana (L. Harvey, pers.…”

Section: Implementation Of Nclb (2001): Elp/d Standards Connected To mentioning

confidence: 99%

“…Principal and central office leaders’ implementation of academic content standards within the NCLB era has been studied with a primary focus on performance on summative exams (Borko, Wolf, Simone, & Uchiyama, 2003; Katterfeld, 2013; Lawrenz, Huffman, & Lavoie, 2005; O’ Donnell & White, 2005). Discussion and research on ELP/D standards relative to academic standards are more recent (Bailey, 2007; Bailey & Carroll, 2015; Bailey & Huang, 2011; Boals et al, 2015; Fox & Fairbairn, 2011; Lin & Zhang, 2014; Llosa, 2011; Sireci & Faulkner-Bond, 2015; Téllez & Mosqueda, 2015). The above ELP/D studies focus on the relationships between ELP/D standards, academic standards, and ELP assessments, but discussion of both implementation and leadership of standards at the school district level is absent.…”

Section: Literature Reviewmentioning

confidence: 99%

Borrowing legitimacy as English learner (EL) leaders: Indiana’s 14-year history with English language proficiency standards

Morita‐Mullaney

2016

Language Testing

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English language proficiency or English language development (ELP/D) standards guide how content-specific instruction and assessment is practiced by teachers and how English learners (ELs) at varying levels of English proficiency can perform grade-level-specific academic standards in K-12 US schools. With the transition from the state-developed Indiana ELP/D standards adopted in 2003 to the World Class Instructional Design and Assessment (WIDA) English language development standards adopted in 2013, this paper explores Indiana's ELP/D standard's 14-year history and how its district EL/Bilingual district leaders have interpreted and implemented these two sets of standards between the school years 2002-03 and 2015-16.Using critical leadership and feminism within a narrative design, EL/Bilingual leaders illuminate distinct leadership logics as they mediate and implement ELP/D standards in their districts. Academic content standards are regarded with greater privilege, complicating how EL/Bilingual leaders can position ELP/D standards. Restricted by this standards hierarchy, EL/Bilingual leaders found limited educational venues in which to discuss the performance-based nature of ELP/D standards. Implications for assessment, policy and leadership preparation are discussed. KeywordsAlternative assessment, educational leadership, English language development standards, English language proficiency assessment, English language proficiency standards, English learner leadership, English learners, narrative, No Child Left Behind flexibility waiver, WIDA English language proficiency or English language development (ELP/D) standards guide how academic content instruction and assessment is practiced by teachers and how English learners (ELs) at varying levels of English proficiency can perform grade-levelspecific academic standards in K-12 US schools. With the transition from the state developed Indiana ELP/D standards adopted and implemented in

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Transformation in K–12 English Language Proficiency Assessment

Cited by 53 publications

References 67 publications

Aligning English Language Proficiency Standards With Content Standards: Shared Opportunity and Responsibility Across English Learner Education and Content Areas

Aligning English Language Proficiency Standards With Content Standards: Shared Opportunity and Responsibility Across English Learner Education and Content Areas

Parent Book Talk to Accelerate Spanish Content Vocabulary Knowledge

Borrowing legitimacy as English learner (EL) leaders: Indiana’s 14-year history with English language proficiency standards

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