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ERIC Number: EJ1215510
Record Type: Journal
Publication Date: 2019-Apr
Pages: 5
Abstractor: ERIC
ISSN: ISSN-0276-928X
Language of Learning: Content-Rich Texts Build Knowledge and Skills
Cucchiara, Maryann
Learning Professional, v40 n2 p32-36 Apr 2019
English learners are capable of doing the same demanding work and developing the same complex skills as their peers who are native speakers. Indeed, recent education policies have specified that all students should meet common college and career-ready standards. Yet many schools use an outdated and ineffective approach to educating English learners, one that focuses on functional vocabulary and basic skills rather than the complex thinking and communication and literacy skills young people need to thrive in today's world. Too many students have missed the chance to fulfill their potential because their teachers -- many of them well-intentioned -- do not have the knowledge and capacity to serve them effectively. Seeking to change that trend, beginning in the early 2000s, the author and colleague Lily Wong Fillmore developed an approach to teaching English learners that came to be called 3Ls. 3Ls stands for "learning" as the core instructional focus, with "language" and "literacy" integrated in seamless and purposeful ways that support core academic content rather than replacing it. Learning is the instructional goal; language and literacy are the vehicles to achieve it. 3Ls is a set of processes and tools educators can use to engage English learners -- and all students -- in college- and career-ready learning. The author and colleague Lily Wong Fillmore developed this work in the New York City and Boston public schools, but it has grown to reach other districts and populations. This article discusses instructional shifts in the 3Ls approach, building educator capacity with three main instructional principles, six essential elements of a 3Ls lesson, learning from lab sites created in New York City schools, broadening the reach to make the 3L approach more accessible to a wider range of educators, and positive changes.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York); Massachusetts (Boston)