Implications of the Dynamic Language Learning Progression for Instruction

• In Event: Empirically Based Language Learning Progressions and Their Implications for Instruction, Assessment, and Policy

Abstract

Objective
This paper describes implications of the DLLP for the instruction of ELs and future intervention research aimed at developing the language proficiency and content area knowledge that ELs needed to meet the next generation standards.

Perspective
The intervention research literature related to ELs, which mainly builds on research conducted with native English speakers on developing content knowledge, has focused mainly on the development of language arts and to a lesser degree science, math and social studies knowledge rather than the kinds of scaffolding or interactions that might support ELs in learning content and the academic language associated with it (August & Shanahan, 2008). The intervention research related to developing English language proficiency in second language learners, which might be a source of information about scaffolding and interactions is very limited and focuses primarily on post-secondary students and adult learners.

Implications for Instruction
DLLPs describe the language competences needed for success in school develop over an extended period. An analysis of these language progressions is particularly important because it can inform us about the kinds of scaffolding and interactions that teachers need to take in classrooms to ensure that students make progress toward desired content and language outcomes. The progressions not only inform us about types of support but the points in children’s development at which this support would be most beneficial.

This paper will first present findings from intervention research that describes how effective EL instruction involves teacher mediation, through scaffolding and other means, such as interactions, between students’ current levels of language and content learning and target academic goals. It will then suggest how findings related to language progressions can inform future interventions and intervention research related to developing language proficiency and content knowledge in ELs aligned with the demands of the new standards.

Author

• Diane L. August, American Institutes for Research