In the United States, English language learners (ELLs) now account for over 10% of K-12 public school enrollment. This demographic shift coincides with a succession of school reforms, such as No Child Left Behind legislation, English-only mandates, and the adoption of the Common Core State Standards, which place new demands on all students and their teachers (Brisk, 2015; Gebhard, Chen, & Britton, 2014; Palincsar & Schleppegrell, 2014). These demands are prompting a renewed interest in how teachers can support students in simultaneously developing academic language proficiency and disciplinary content knowledge. As teachers, administrators, teacher educators, and policymakers attempt to respond to the demands of these reforms, a new national discourse regarding the relationship between language and content learning is emerging. This new discourse is one many teachers are struggling to grasp in their attempts to design more effective instruction, particularly for the growing number of ELLs in their classes (Bunch, Kibler, & Pimentel, 2012; Burke & de Oliveira, 2012). These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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