English Language Development in Kindergarten
From their first days in kindergarten, EL children learn English, learn content knowledge through
English, and learn about how English works. English language development occurs throughout the
day and across the disciplines (integrated ELD) and also during a time specifically designated for
developing English based on EL children’s language learning needs (designated ELD). Differences
in approaches to ELD vary depending on the program of instruction (e.g., mainstream English,
alternative bilingual program). The CA ELD Standards serve as a guide for teachers to meet the
English language development needs of their EL students, and they are used in tandem with the CA
CCSS for ELA/Literacy, as well as other related content standards.
While most of young EL children’s English language development occurs throughout the school
day through integrated ELD, designated ELD is a time during the regular school day when teachers
work with EL children grouped by similar English language proficiency levels. Teachers focus on
critical language the children need to be successful in school subjects, placing particular emphasis
on academic language. Designated ELD time is an opportunity to focus on and delve deeper into the
linguistic resources of English that EL children need to engage with content, make meaning from it,
and create oral and written texts in ways that meet the expectations of the CA CCSS for ELA/Literacy
and other content standards. Accordingly, the CA ELD Standards are the primary standards used
during this designated time. However, the content focus is derived from other areas of the curricula.
The main instructional emphases in designated ELD are
oral language (including collaborative discussions), language
awareness, and a strong emphasis on general academic and
domain-specific vocabulary. Other understandings about literary
and informational texts enter into designated ELD instruction,
as well. During designated ELD children discuss ideas and
information from ELA and other content areas using the language
(e.g., vocabulary, grammatical structures) of those content areas
and also discuss the new language they are learning to use.
For example, a teacher leads students in a discussion about an
inference the children made while listening to a story read aloud
earlier in the day during ELA. The teacher structures the question
in such a way as to promote the use of particular language
(e.g., Why do you think Fox became so sneaky after he spoke with Goose?) and supports children
to use new vocabulary and grammatical structures by asking them to use an open sentence frame
to express their ideas (e.g., Fox was sneaky because . After he spoke with goose, Fox became
sneaky because .). During designated ELD, teachers ensure that EL students have the time
and opportunity to discuss their ideas using new language that they need to fully engage in ELA and
other content areas. For an extended discussion of how the CA ELD Standards are used throughout
the day in tandem with the CA CCSS for ELA/Literacy and other content standards and as the principal
standards during designated ELD, see the overview of the span in this chapter. See also chapter 2 of
this ELA/ELD Framework.
The following snapshots provide illustrations of designated ELD instruction for EL children in
kindergarten. Snapshot 3.6 describes how a kindergarten teacher who teaches in English throughout
the day uses designated ELD time to support his EL students at different English language proficiency
levels to fully access science content understandings and also develop the English language and
literacy abilities needed to interact meaningfully with the science content.
During designated ELD,
teachers ensure that EL
students have the time and
opportunity to discuss their
ideas using new language
that they need to fully
engage in ELA and other
content areas.Kindergarten Chapter 3 | 221