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English Language Proficiency Standards Aligned With Content Standards

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References

2001A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives13,929 cited
2013Next Generation Science Standards: For States, By States6,708 cited
2011Common Core Standards568 cited
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 Mathematics559 cited
2015What about a dimension of engagement, equity, and diversity practices? A critique of the next generation science standards199 cited
2017Using an Ever–English Learner Framework to Examine Disproportionality in Special Education112 cited
2015Assessment of English Language Learners in the Era of New Academic Content Standards77 cited
2013Realizing Opportunities for English Learners in the Common Core English Language Arts and Disciplinary Literacy Standards62 cited

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2022Integrating arts with STEM and leading with STEAM to increase science learning with equity for emerging bilingual learners in the United States70 cited
2023Science education with multilingual learners: Equity as access and equity as transformation60 cited
2021Aligning China's Standards of English Language Ability with the Common European Framework of Reference for Languages35 cited
2019Aligning English Language Proficiency Standards With Content Standards: Shared Opportunity and Responsibility Across English Learner Education and Content Areas21 cited

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2022Unpacking the language demands in academic content and English language proficiency standards for English learners18 cited

2021Promoting Multilingual Students’ Disciplinary and Language Learning Through the WIDA Framework for Equitable Instruction15 cited

2022Partnering with immigrant families to promote language justice and equity in education13 cited

2020Applying Critical Race Theory as a Tool for Examining the Literacies of Black Immigrant Youth13 cited

2024How equally do teachers distribute their attention across students classified as English learners (ELs) and their non-EL peers in science classrooms? A frequency analysis of monolingual and bilingual teachers’ interactions with different student grouping configurations5 cited

2023“False Positives, Re-Entry Programs and Long Term English Learners”: Undoing Dichotomous Frames in U.S. Language Education Policy4 cited