The common core state standards in English language arts in the United States and teaching English language learners

Luciana C. De Oliveira, Michael Maune, Marshall Klassen

Research output: Contribution to journalArticle

2 Scopus citations

Abstract

The K-12 student population in many English-dominant countries is becoming increasingly diverse. In the United States, the number of English Language Learners (ELLs) has increased significantly over the past two decades. This increase leads educators to consider the professional preparation of English/literacy teachers to work with ELLs, especially in the area of writing instruction. Yet this student population is consistently ignored when content standards are conceptualized. This was the case with the Common Core State Standards (CCSS) in English Language Arts, which were designed for a general student population, and provide little guidance for English/literacy teachers who have ELLs in their classrooms. This article highlights key concepts that students, and English/literacy teachers, would need to know in the area of writing. We then conceptualize what the CCSS are missing in regards to the English/literacy teacher knowledge base for teaching writing to ELLs.

Original languageEnglish (US)
Article number2835
JournalL1 Educational Studies in Language and Literature
Volume14
Issue number1
StatePublished - Jan 1 2014
Externally publishedYes

Keywords

  • Common core state standards for english language arts
  • Content standards
  • English language learners
  • English/literacy teacher knowledge base
  • Text types
  • Writing

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language
  • Literature and Literary Theory

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