NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1036614
Record Type: Journal
Publication Date: 2014-Sep
Pages: 27
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0039-8322
The Role of Language Learning Progressions in Improved Instruction and Assessment of English Language Learners
Bailey, Alison L.; Heritage, Margaret
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v48 n3 p480-506 Sep 2014
This article addresses theoretical and empirical issues relevant for the development and evaluation of language learning progressions. The authors explore how learning progressions aligned with new content standards can form a central basis of efforts to describe the English language needed in school contexts for learning, instruction, and assessment. Learning progressions, in contrast with standards, can articulate incremental growth and are positioned to support teachers' formative assessment practices with K-12 students who are acquiring English as an additional language. Extending learning progressions that have taken hold in other areas of student learning to language learning and development requires conceptualizing (1) in what ways language progresses, and (2) how language growth can be supported by educators. The authors illustrate both considerations with the example of a new language learning progression and formative assessment initiative that are based on the characterization of explanations generated by students with a wide range of experiences with English.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A