Rethinking Instruction for English Language Learners: Findings From Implementation of a Pilot English Language Arts Unit

• In Event: Roundtable Session 24
  In Roundtable Session: Best Practices in English Language Development

Abstract

This paper reports on lessons learned during the piloting of an instructional unit designed to exemplify shifts needed to maximize opportunities for ELLs’ development of language, literacy, and other practices in light of the Common Core State Standards in English Language Arts. We analyzed questionnaires, interviews, and focus groups for sixteen teachers from three urban districts piloting the unit. As teachers, schools, and districts envision and enact curriculum and instruction for ELLs to meet the Standards—and as researchers attempt to understand and contribute to these efforts—the findings indicate the promise of ambitious efforts to integrate the development of language, literacy, and learning. The findings also point to the challenges that remain.

Authors

• George C. Bunch, University of California - Santa Cruz

• Martha Inez Castellon, Stanford University

• Rebecca Greene, Stanford University

• Eduardo Rafael Munoz-Munoz, Stanford University

• Sara Ann Rutherford-Quach, Stanford University

• Heather Schlaman, University of California - Santa Cruz