English Language Development

Page Chapter at a Glance (cont.)

635 English Language Development in Grade Eight

636 ELA/Literacy and ELD in Action in Grade Eight

638 ELA/Literacy and ELD Vignettes

654 Conclusion

656 Works Cited

Overview of the Span

D

uring their middle years students undergo some
of the most striking transformations in human
development. These transformations occur in the
development of brain and cognitive functioning, physical and
hormonal growth, and psychological and social awareness.
As children enter puberty a spurt in brain growth occurs
after which the brain undergoes a process of consolidation
(pruning and myelination) that continues throughout
adolescence. Tied to this growth and consolidation is an
increase in the ability to think abstractly, solve problems,
and consider multiple perspectives; however, these increases
do not proceed at a uniform pace for all adolescents or
even within individuals. This uneven growth is also true of physical and sexual development as young
adolescents mature along different timelines, often marked by differences between boys and girls.
Body consciousness and increased social awareness can make for awkward moments for students in
grades six through eight as they work to establish their own sense of themselves as individuals and
within peer groups (NIMH 2011; Alexander and Fox 2011).

The turbulence of the middle years can challenge both educators and families. Middle grades
educators encounter students who are highly changeable—happy one moment and sad the next,
easily embarrassed, often distractible, and sensitive to criticism. At this age students crave social
affiliation while still wanting adult guidance and approval.
Adults who are successful in connecting with young
adolescents are perceived as caring; they capture students’
interests and help students pay attention by “tapping
into this warehouse of emotions” (CDE 2010). Successful
educators use their enthusiasm to challenge young
adolescents’ increasing capacity to learn new information,
perceive new connections and perspectives, and experience
the pleasure of creating new knowledge. Young adolescents’
quest for autonomy, relevance, meaning, and competence
begins in earnest during these years, and motivation and
engagement become critical factors in students’ school
success. Educators help students harness their abilities to
focus, offering repeated opportunities to practice while also
providing novel ways to learn and promoting positive peer
relationships (CDE 2010). Importantly, as students in the middle school years explore the various
layers of their identities, the adults around them exude acceptance, understanding, and validation

The turbulence of the middle

years can challenge both

educators and families. Middle

grades educators encounter

students who are highly

changeable—happy one

moment and sad the next,

easily embarrassed, often

distractible, and sensitive to

criticism.

Importantly, as students in the

middle school years explore the

various layers of their identities,

the adults around them exude

acceptance, understanding,

and validation of who they are

as individuals and as members

of various cultural, linguistic,

religious, and many other

types of groups.

Grades 6 to 8 Chapter 6 | 505