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Sara E. N. Kangas; María Cioè-Peña – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2024
In the United States, individualized language plans (ILPs) have gained traction across K-12 schools. Much like the Individualized Education Programs (IEPs) used in special education, ILPs outline individualized goals, accommodations, and services for multilingual learners for their language development; however, unlike IEPs, ILPs are developed at…
Descriptors: Individualized Instruction, Elementary Secondary Education, Multilingualism, Student Characteristics
Wolf, Mikyung Kim; Bailey, Alison L.; Ballard, Laura – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2023
Alignment between standards and assessments is a fundamental component of the larger effort to ensure appropriate and fair use of standards-based assessments and achievement of successful standards-based reform. This article focuses on conceptual and technical issues as well as potential strategies in evaluating alignment between large-scale,…
Descriptors: Alignment (Education), Academic Standards, Standardized Tests, Language Tests
Grapin, Scott E.; Lee, Okhee – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
In December 2020, the WIDA Consortium released the "WIDA English Language Development Standards Framework, 2020 Edition." In the coming years, the 2020 Edition will be implemented across 36 states, the District of Columbia, and four territories and agencies in the US. The 2020 Edition also arrives at a time when the field of TESOL is…
Descriptors: Language Teachers, Second Language Instruction, English Language Learners, Equal Education
Uysal, Huseyin – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
Reclassification is a critical threshold when English Learners (ELs) exit specialized language services and access all-English mainstream classrooms. Despite the mandates of the Every Student Succeeds Act, reclassification rates and time remain a pressing problem. A product of this malfunctioning system has been long-term ELs (LTELs). This article…
Descriptors: Standardized Tests, Language Tests, Second Language Learning, English Language Learners
Kangas, Sara E. N. – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2021
In United States K-12 schools, the question "Is it language or disability?" is one often asked about students dually identified as "English learners" (ELs) and "students with disabilities." In this article, the author provides a brief historical overview of how and why this question arose in educational praxis. The…
Descriptors: Elementary Secondary Education, English Language Learners, Students with Disabilities, Educational History
Morita-Mullaney, Trish; Renn, Jennifer; Chiu, Ming Ming – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2020
Dual language bilingual education (DLBE) is a unique form of bilingual education that has the potential to preserve and develop the heritage languages of emergent bilinguals, foster high levels of bilingualism, and address academic disparities, thereby changing emergent bilinguals' educational conditions and learning outcomes. Yet, DLBE schools…
Descriptors: Teaching Methods, Equal Education, Educational Benefits, Academic Achievement
Mohamed, Naashia – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2020
This article focuses on the inequalities of an educational policy that favours English over the national language and the resulting impacts on young people. While the constitution identifies Dhivehi to be the official language of the Maldives, and the National Curriculum recognises both Dhivehi and English as languages of instruction, English has…
Descriptors: Equal Education, Educational Policy, Second Language Learning, Second Language Instruction
Fitzsimmons-Doolan, Shannon – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2018
In the U.S. state of Arizona, language minority students who are English learners attend schools governed by a restrictive medium of instruction (MOI) language policy (LP). Educators and educational researchers widely agree that effective reforms of this policy are urgently needed (e.g., Arias & Faltis, 2012; Lawton, 2012; Lillie, 2016).…
Descriptors: Language Minorities, Language of Instruction, English (Second Language), Second Language Learning
Kangas, Sara E. N. – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2018
Inadequate and incomplete educational services for English learners (ELs) with disabilities is a common civil rights issue in the U.S. K-12 education system. Although the federal government has documented that schools are instituting policies of providing only one set of services, such as special education or EL supports, there is little…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, English Language Learners
Moore, Jason; Schleppegrell, Mary; Palincsar, Annemarie Sullivan – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2018
A focus on how language varies in its forms and meanings can help English learners (ELs) in K-12 classrooms engage in disciplinary discourses that enable them to learn both language and content. Systemic functional linguistics (SFL) offers promising ways of talking about language in support of disciplinary learning. SFL's meaning-based…
Descriptors: Linguistics, Case Studies, English Language Learners, Elementary Secondary Education
McGee, Alyson; Haworth, Penny; MacIntyre, Lesieli – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2015
With a substantial increase in the numbers of English language learners in schools, particularly in countries where English is the primary use first language, it is vital that educators are able to meet the needs of ethnically and linguistically changing and challenging classrooms. However, despite the recognition of the importance of effective…
Descriptors: English Language Learners, Leadership, Leadership Effectiveness, Educational Practices
Daniel, Shannon M.; Conlin, Luke – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2015
The Sheltered Instruction Observation Protocol (SIOP) is increasingly used as an instructional framework to help elementary and secondary teachers support English language learners (ELLs). This useful tool has helped teachers gain the knowledge, skills, and dispositions they need to support ELLs learn subject-area content and skills while learning…
Descriptors: English Language Learners, English (Second Language), English Instruction, English Teachers
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, 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…
Descriptors: Language Acquisition, Learning Processes, English Language Learners, Formative Evaluation
Menken, Kate; Hudson, Thom; Leung, Constant – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2014
This symposium article, to which three authors contribute distinct parts, presents the rationale for standards-based language assessment and examines both the uses and misuses of language assessments in English-speaking countries that are engaged in standards-based education reform. Specifically, they focus on the assessment of emergent bilinguals…
Descriptors: Standards, Educational Change, English (Second Language), Second Language Learning
Fillmore, Lily Wong – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2014
In this essay, the author argues that English language learners (ELLs) can meet and exceed the Common Core State Standards, and that more complex materials are in fact precisely what they need. Lack of access to such materials is what prevents ELLs from attaining full proficiency in English.
Descriptors: Educational Change, English Language Learners, State Standards, Core Curriculum
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