42.058 - Developing Linguistically Responsive Standards-Based Reform for English Learners

Session Type: Symposium

Abstract

This panel critically examines the implications of the latest research related to the education of ELs for the day-to-day work of policymakers and teachers in the context of standards-based reform. The first paper builds on the concept of translanguaging as a starting point for conceptualizing dynamic translanguaging progressions that make bilingualism central to both content and language development within the context of standards-based reform. The other three papers will describe empirical studies that seek to understand how closely aligned actual implementations of standards are to the framework of the translanguaging progressions. All three of these empirical studies point to the need for more concerted supports for policymakers and teachers in developing linguistically-responsive curricular and instructional supports for ELs.

Sub Unit

• Division L - Educational Policies and Politics / Division L - Section 3: Curriculum and Instructional Practice

Chair

• Nelson Flores, University of Pennsylvania

Papers

• Dynamic Translanguaging Progressions: Extending Language Development Standards to Better Understand Emergent Bilinguals' Language Practices - Susana Ibarra Johnson, New Mexico State University

• "We Leave It Up to the District": Meeting the Needs of English Learners in Standards-Based Reform - Nelson Flores, University of Pennsylvania

• (Conditional) Opportunities-to-Learn: Issues and Opportunities in the Implementation of Language Development Standards - Mariana Castro, University of Wisconsin - Madison

• Deepening Elementary Teacher Expertise to Engage English Learners in Linguistic Practices for Mathematics - Andrew Haiwen Chu, WestEd

Discussant

• Tatyana Kleyn, City College of New York - CUNY