English Language Proficiency Standards Aligned With Content Standards

Okhee Lee

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Second Language Learning and Teaching EFL/ESL Teaching and Learning Multilingual Education and Policy

Abstract

As federal legislation requires that English language proficiency (ELP) standards are aligned with content standards, this article addresses issues and concerns in aligning ELP standards with content standards in English language arts, mathematics, and science. It starts with a brief description of federal legislation for alignment between ELP standards and content standards along with challenges of ensuring alignment. Then, it highlights how current efforts to ensure alignment center on the language used to engage in disciplinary practices of content standards. Next, taking a perspective on ELP standards from the vantage point of content areas, the article presents a critique of ELP standards developed by the two major consortia of states, WIDA and English Language Proficiency Assessment for the 21st Century (ELPA21). Specifically, the critique focuses on how each consortium addresses two aspects of alignment: (a) disciplinary practices across content areas and (b) cognitive expectations across proficiency levels. Both consortia fall short in accurately reflecting disciplinary practices and maintaining consistent cognitive expectations. Lessons learned from this critique offer recommendations for the field to move forward in ensuring English learners capitalize on the opportunities and meet the demands for both content and language learning presented by content standards. As the challenges in ELP standards development lie squarely at the intersection of content and language learning, the article ends with a call to action for closer collaboration between language and content educators.

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2001A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives 2013Next Generation Science Standards: For States, By States 2011Common Core Standards 2013Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics 2015What about a dimension of engagement, equity, and diversity practices? A critique of the next generation science standards 2017Using an Ever–English Learner Framework to Examine Disproportionality in Special Education 2015Assessment of English Language Learners in the Era of New Academic Content Standards 2013Realizing Opportunities for English Learners in the Common Core English Language Arts and Disciplinary Literacy Standards

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