What is English Language
Development?
In education we have historically referred
to teaching students to read and write as
literacy. As the demographics of our student
population change dramatically, the term
literacy
is now about teaching native English speakers.
When we discuss teaching reading and writing
to speakers of languages other than English,
we are referring to English Language Development.
ELD is more comprehensive than literacy
as our audience (English Learners) comes
to our classrooms with an understanding
of how their native languages work, rather
than how the English language works. This
difference results in the need for teachers
to deliver reading and writing instruction
in different ways. The intentional strategies
we use explicitly teaches the knowledge
English speaking (L1) students developed
in the first five years of their lives as
well as knowledge L1 students continue to
learn implicitly by being part of the dominant
culture. Teachers of ELs must explicitly
teach language uses, structures and cultural
nuances they otherwise may not figure out.
ELD also includes explicit instruction that
addresses speaking and listening skills.
The outcome we want is the same for both
populations--fluent, articulate speakers
and competent readers and writers of English.
Learning academics can happen more implicitly
for our native English students though they
can benefit from implicit instruction of
reading, writing, speaking and listening.
For our English Learners, however, explicit
instruction of these four language domains
is imperative.
The purpose of the ELD time should be to
develop students’ academic language
skills (reading, writing, speaking and listening)
so they may have access to tier one curriculum.
There are phases of a quality language lesson
that should be used daily. See the link
for a model ELD schedule explaining the
different phases of the daily block.
Comparing ELD with Sheltering Tier One Instruction
English Language Development |
Sheltered Instruction |
- to develop the academic language necessary to eventually access grade level content
|
- to make grade level core content accessible right now
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- to teach language through a content topic, or context, so that language is mastered
|
- to teach language through core content so that both are mastered
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- language instruction that is one level more difficult than currently accessible/producible (i + 1)
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- to scaffold content and language instruction so grade level expectations (texts, writing, etc.) are accessible/produced (i +3 or 14 or 42)
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- delivered by language proficiency levels, may be in grade bands
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- delivered by grade level with all proficiencies and Eng. dominant
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- language objectives used and assessed
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- content and language objectives used and assessed
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