and differences between the primary language and English. For example, ELs who already know how
to blend phonemes in their primary language are able to transfer this phonological awareness skill
to English. English learners who already decode in a language that uses the Latin alphabet (e.g.,
Spanish, Romanian) are able to transfer decoding and writing skills more easily than students who
decode in languages with non-Latin alphabets (e.g., Arabic, Korean, Russian) or languages with a
nonalphabetic writing system (e.g., Chinese).
Just as ELs with primary languages with Latin alphabets do, ELs who already read proficiently in
a non-Latin alphabet primary language (e.g., Arabic, Chinese, Korean, Russian) are able to transfer
important knowledge about reading (e.g., how to make
inferences or summarize text while reading). However, they may
need targeted instruction to learn the Latin alphabet, writing
system, and sentence structure, as compared or contrasted with
their native language writing system (e.g., direction of print,
symbols representing whole words, syllables, or phonemes) and
sentence structure (e.g., subject-verb-object vs. subject-object-
verb word order). Properly evaluating an EL’s primary language
and literacy skills and understanding how cross-language
transfer works are critical to designing appropriate instructional
programs. Effective programs ensure that students do not lose
valuable time relearning what they already know or (conversely)
miss critical teaching their native English-speaking peers have
already received.
Learning English as an additional language is a complex and spiraling process that involves
multiple interrelated layers, and which is fostered through meaningful interactions, intellectually-rich
curricula, attention to language awareness, and appropriate scaffolding based on primary language
and English language proficiency, among other factors. The CA ELD Standards provide concise
information identifying what ELs can be expected to know and do with and through English as they
gain increasing English language proficiency. This ELA/ELD Framework (including the next section of
this chapter on ELD instruction) offers guidance on designing and implementing the type of instruction
that will ensure ELs’ rapid progression along the ELD continuum.
ELD Instruction
All teachers should attend to the language learning needs of their ELs in strategic ways that
promote the simultaneous development of content knowledge and advanced levels of English. In this
section, ELD instruction is described first generally and then in terms of using the CA ELD Standards in
two ways:- Integrated ELD, in which all teachers with ELs in their classrooms use the CA ELD Standards
in tandem with the focal CA CCSS for ELA/Literacy and other content standards - Designated ELD, or a protected time during the regular school day, in which teachers use the
CA ELD Standards as the focal standards in ways that build into and from content instruction in
order to develop critical language ELs need for content learning in English^4
4 Integrated and designated ELD may be unfamiliar terms. These new terms encompass elements of previously used terms,
such as sheltered instruction, SDAIE, or dedicated ELD. It is beyond the scope of this framework to identify all previously
used or existing terms, and readers should examine this ELA/ELD Framework carefully to determine how the new terminology
reflects or differs from previous terms and understandings.Properly evaluating an
EL’s primary language
and literacy skills and
understanding how cross-
language transfer works
is critical to designing
appropriate instructional
programs.106 | Chapter 2 Essential Considerations