In a paper, as part of Stanford University’s Understand Language series (here) authors George C. Bunch, Amanda Kibler, and Susan Pimentel describe, for those “collectively responsible for education of English Learners,” what has to be done so the CCSS are “realized” for English Learners. They outline four key principles:
- Making sure students are engaging with complex texts to build knowledge across the curriculum
- Using evidence to inform, argue and analyze
- Working collaboratively, understanding multiple perspectives, and presenting ideas and
- Using and developing linguistic resources to do all of the above.
They write, “Leveraging students’ existing background knowledge, and building new knowledge, can be accomplished in a number of ways before and during a lesson or unit of study—without preempting the text, translating its contents for students, telling students what they are going to learn in advance of reading a particular text, or ‘simplifying’ the text itself.” If you work with English Learners, their paper is worth the read. (Full access here.)