Standards-based Differentiated ELD Instruction to Improve English Language Arts Achievement for English Language Learners

The growing emphases on standards-based instruction and high-stakes testing, and the heavy focus on building literacy skills in reading and writing, pose tremendous challenges for teachers of English language learners. In 1999, California adopted English Language Development standards, which establish benchmarks for English language learners at different levels of English proficiency in listening, speaking, reading, and writing. The English Language Development standards establish a clear pathway for English learners to progress towards meeting mainstream English language arts content standards. However, teachers are often not provided with enough training and support in how to use the standards, and in particular, guidance in how to use them to address more than one level of English proficiency at the same time. A critical piece in addressing the English literacy development of English language learners lays in professional development for teachers that gives them: (1) a deeper understanding of how English Language Development standards can be used to support students' acquisition of the English language arts standards; and (2) practical tools and techniques to help English language learners achieve the standards. The purpose of this project is to obtain preliminary evidence for the impact of a recently developed English Language Development professional preparation program for in-service teachers of English language learners.