Implementing English Language Development Standards and Transformative Practices in a Rural School District—A Case Study Approach

• In Event: AERA Roundtable Session Friday 9:45 am - Gold 2
  In Roundtable Session: Language, Policy, and Possibility: Reimagining Educational Futures for Multilingual Learners

Abstract

Drawing on research on teacher agency and professional autonomy, this study presents a site-based case study of a rural North Carolina district’s implementation of the 2020 WIDA English Language Development (ELD) Standards Framework. Employing classroom and district observations, remote data collection, and document analysis, the study captures authentic enactment of the standards and teacher agency among educators of multilingual learners. Through comparative analysis of student work samples, ACCESS data, and professional artifacts, we explore the nuances and district- and school-driven practices influencing implementation outcomes for educators and students. Findings reveal how teacher agency, collaborative learning, and context-sensitive adaptations foster effective multilingual learner support. Implications offer actionable guidance for equitable ELD standards implementation across local, state, and national education systems.

Authors

• Hannah Park, University of Wisconsin - Madison

• Timothy J. Boals, University of Wisconsin - Madison