Adopted by the State Board of Education on July 9, 2014, this Framework provides guidance for implementing two sets of standards: the California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and the Technical Subjects (CA CCSS in ELA/Literacy) and the California English Language Development Standards. It also articulates eight values for educating English Learners, including valuing language and culture as assets; building content knowledge and language in tandem; evaluating progress appropriately; and sharing the responsibility for EL’s positive educational experiences and success among all educators, the family, and the community. See https://www.cde.ca.gov/Ci/rl/cf/elaeldfrmwrksbeadopted.asp for more information.
Published in Chapter:
Cultivating Rich Language Development, Deep Learning, and Joyful Classrooms for English Learners
Martha I. Martinez (Sobrato Family Foundation, USA), Anya Hurwitz (Sobrato Family Foundation, USA), Jennifer Analla (Sobrato Family Foundation, USA), Laurie Olsen (Sobrato Family Foundation, USA), and Joanna Meadvin (Sobrato Family Foundation, USA)
Copyright: © 2019
|Pages: 25
DOI: 10.4018/978-1-5225-8283-0.ch014
Abstract
Although there is general consensus among educators of English learners (ELs) regarding the need for contextualized language development, it is not widely implemented. This chapter explains the theory behind this shift in teaching English language development and for teaching ELs in general. The chapter also discusses the kind of professional development teachers need to make this shift, and the importance of meaningful engagement of families in their children's learning. The chapter situates this discussion within the Sobrato Early Academic Language (SEAL) model's work with schools across California. SEAL is a PK–Grade 3 comprehensive reform focused on the needs of English learners, and is designed to create a language-rich, joyful, and rigorous education. California is an important context given the state's large EL population and recent favorable shifts in educational policy, which provide a unique opportunity for laying a foundation for improved practices and outcomes for numerous English learners.