ERIC Number: ED479206
Record Type: Non-Journal
Publication Date: 2002-Dec-5
Reference Count: N/A
Content Literacy and Language Development across the Curriculum: What Do Core Curriculum Content Standards Have to Say?
Huang, Jingzi; Mullinix, Bonnie B.
This paper utilizes a sociocultual perspective to argue that content literacy development and subject content learning are inseparable and that it is every classroom teacher's responsibility to support all students' academic language/literacy (LL) development needed for the learning of relevant content. Through an analysis of the New Jersey Core Curriculum Content (NJCCC) Standards (1996, 2002), the paper calls for increased attention to the integration of academic LL development and subject area content learning in all subject areas. Focus in the paper is on the Standards' implications for teachers working with linguistically diverse learners at both curriculum and instructional levels. Key questions guiding the study reported in the paper include: (1) What terms in the current NJCCC Standards serve to indicate the expectation for academic LL skills within each content area? (2) How may these terms be categorized into a framework that may provide directions for systematic integration of academic LL skills development and subject content learning at the curriculum level? and (3) What are the implications of this analysis for classroom teachers working with linguistically diverse students at the instructional level for effective content teaching? Findings indicate that overall there are LL skills requirements associated with all the major knowledge structures and in every selected content area. Appended are a list of 70 verb phrases identified as those indicating potential demands in the NJCCC and three examples from three content areas to demonstrate how progress indicators for the same current topic may be organized into Mohan's Knowledge Framework. (Contains 3 figures and 39 references.)(Author/NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A