解析英语学习者在学术内容和英语语言能力标准方面的语言需求

IF 1.2 1区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Multilingual Research Journal Pub Date : 2022-09-02 DOI:10.1080/19313152.2022.2116221

M. Wolf, A. Bailey, L. Ballard, Yuan Wang, Anahit A. Pogossian

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引用次数: 3

摘要

在美国K-12公立学校，针对英语学习者(EL)学生的教育政策和实践围绕着两套学术标准:英语语言能力(ELP)标准和英语语言艺术和数学等内容标准。本研究考察了五年级学生在这些标准中所表现出的语言需求类型。此外，我们还调查了通识教育和ESL教师对标准中语言要求的看法，以及对ESL学生实施标准所面临的挑战。总体而言，学术内容标准(特别是英语语言艺术)和ELP标准在语言功能方面存在很大的重叠，强调综合语言技能和互动技能。教师数据表明，为了更好地理解标准中的语言要求，并支持内容区和ESL教师之间的系统合作，教师有强烈的专业学习愿望。本文还讨论了针对适当英语教育的学术标准中语言需求的实践和研究的意义。

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Unpacking the language demands in academic content and English language proficiency standards for English learners

ABSTRACT In U.S. K-12 public schools, educational policy and practice for English learner (EL) students center around two sets of academic standards: English language proficiency (ELP) standards and content standards such as in English language arts and mathematics. This study examined the types of language demands manifested in those standards in Grade 5. Additionally, we investigated perceptions of both general education and ESL teachers about the language demands in the standards and the challenges in implementing the standards with EL students. Overall, a large overlap was found between academic content standards (particularly, English language arts) and ELP standards in terms of language functions with a heavy emphasis on integrated language skills and interaction skills. The teacher data indicate there is a strong desire for professional learning to better understand the language demands in the standards and to support the systematic collaboration between content-area and ESL teachers. Implications for practice and research in addressing the language demands in academic standards for appropriate EL education are discussed.

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来源期刊

International Multilingual Research Journal Multiple-

CiteScore

4.10

自引率

4.80%

发文量

期刊介绍： The International Multilingual Research Journal (IMRJ) invites scholarly contributions with strong interdisciplinary perspectives to understand and promote bi/multilingualism, bi/multi-literacy, and linguistic democracy. The journal’s focus is on these topics as related to languages other than English as well as dialectal variations of English. It has three thematic emphases: the intersection of language and culture, the dialectics of the local and global, and comparative models within and across contexts. IMRJ is committed to promoting equity, access, and social justice in education, and to offering accessible research and policy analyses to better inform scholars, educators, students, and policy makers. IMRJ is particularly interested in scholarship grounded in interdisciplinary frameworks that offer insights from linguistics, applied linguistics, education, globalization and immigration studies, cultural psychology, linguistic and psychological anthropology, sociolinguistics, literacy studies, post-colonial studies, critical race theory, and critical theory and pedagogy. It seeks theoretical and empirical scholarship with implications for research, policy, and practice. Submissions of research articles based on quantitative, qualitative, and mixed methods are encouraged. The journal includes book reviews and two occasional sections: Perspectives and Research Notes. Perspectives allows for informed debate and exchanges on current issues and hot topics related to bi/multilingualism, bi/multi-literacy, and linguistic democracy from research, practice, and policy perspectives. Research Notes are shorter submissions that provide updates on major research projects and trends in the field.