New York State

Teachers of English to Speakers of Other Languages

Position Statement:

Common Core Learning Standards and English Language Learners

The Common Core Learning Standards (CCLS) present a particular challenge for English Language Learners (ELLs) because no provision has been made to address the development of academic language proficiency.

Considering these challenges:

  • Educators must be aware that English, the medium of instruction, is a content area in and of itself. The simultaneous acquisition of English and other academic material requires ELLs to do double the work (Short & Fitzsimmons, 2007).
  • Expectations of successful mastery of grade-level standards must be aligned with student levels of English language proficiency. Research has shown that a five to seven year period is needed for ELLs to become proficient in academic English. In the case of ELLs without literacy skills or with interrupted education, developing English language proficiency can take as long ten years (Cummins, 1981; Thomas & Collier,1997, 2001).
  • It is important to note that the CCLS states, "the Standards define what all students are expected to know and be able to do, not how teachers should teach" (The Common Core Learning Standards for English Language Arts, p. 6). In order to meet the needs of ELLs in both mainstream and ESOL settings, ongoing, current, research-based professional development must be provided by TESOL professionals. It is critical that all teachers be provided training for scaffolding and differentiating instruction for ELLs.
  • School curricula must be developed that are both aligned to the CCLS and differentiated to instruct students at all levels of English language proficiency.
  • Professionally prepared and fully certified ESOL teachers at the PreK-12 grade levels must be involved, both directly and in collaboration with classroom and content-area teachers, in planning and providing instruction.
  • Mainstream and ESOL teachers must be provided with scheduled time to collaborate and plan lessons employing best practices for teaching ELLs.
  • Administrators must support and implement the aforementioned practices in order to create optimal learning environments for ELLs (Boykin & Noguera, 2011).

The New York State Education Department (NYSED) needs to develop and provide both administrators and teachers with clear guidelines based on the above recommendations to ensure that ELLs acquire academic proficiency in English and meet the CCLS.

Adopted by the NYS TESOL Executive Board on June 9, 2012.

References

Boykin, W. A., & Noguera, P. (2011). Creating the opportunity to learn:Moving from research to practice to close the achievement gap. Alexandria, VA: ASCD.

Cummins, J. (1981). Bilingualism and language minority children.Toronto, Ontario: Ontario Institute for Studies in Education.

Short, D., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners—A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. Retrieved June 9, 2012 from:

Thomas, W. P., & Collier, V.P. (1997). School effectiveness for language minority students. Washington, D.C.: National Clearinghouse for Bilingual Education. Retrieved June 9, 2012 from:

Thomas, W. P., & Collier, V. P. (2001). A national study of school effectiveness for language minority students’ long-term academic achievement. Berkeley, CA: The Center for Research on Education, Diversity & Excellence. Retrieved June 9, 2012 from: