sentences. Thus, ELs need additional, differentiated instruction in the English language conventions,
integrated into ELA and other content-area instruction as integrated ELD and also provided as
designated ELD. Students who are deaf and use American Sign Language also need to learn written
English grammar as a new language. They must do so through visual means as they do not have
access to spoken English grammar (see chapter 9 of this ELA/ELD Framework for details).
Part II of the CA ELD Standards, “Learning About How English Works,” focuses on the many
linguistic resources, including grammatical features, available to ELs to make meaning. Students
apply their knowledge of language resources by using nominalization, paraphrasing, and summaries
to reference or recap an idea or explanation provided earlier (ELD.PII.9–12.2a). They continue to
link ideas in a text using connecting and transitional words and phrases (ELD.PII.9–12.2b); ELs
also continue to develop their use of verb phrases,
noun phrases, and adverbials for detailed and precise
expression (ELD.PII.9–12, Standards 3–5) and learn
to connect and condense ideas using clauses and
sentence structures appropriate to academic topics
(ELD.PII.9–12, Standards 6–7). While teachers support
their ELs to develop the conventions of standard English,
they consciously ensure that they do not overcorrect
every grammatical error their students make as they
explore increasingly complex uses of English and also
that they do not convey negative messages about the
imperfect language ELs use as they develop English as
an additional language. Similarly, teachers do not convey
negative messages about different varieties of English
their other culturally and linguistically diverse students
(e.g., African American English, Chicana/Chicano
English) use inside and outside of school. The goal for
teachers is to take an additive approach to language development. That is, teachers are responsible
for ensuring that the language or variety of English that each of their students brings to school is valid
in its own right and that students can add standard English—and academic uses of English—to their
linguistic repertoires.
For all students, conventions are taught in the context of meaningful communication. In the
Framework for Success in Postsecondary Writing teachers are advised to “help students develop
knowledge of conventions by providing opportunities and guidance for students to write, read, and
analyze a variety of texts from various disciplines and perspectives in order to
- Investigate the logic and implications of different conventions
- Practice different conventions and analyze expectations for and effects on different audiences
- Practice editing and proofreading one’s own writing and explore the implications of editing
choices.. .” (2011, 9)
Students can explore the use of conventions and their impact by - Comparing different types of text, such as poetry, drama, speeches, narratives, arguments, and
informative/explanatory texts - Comparing texts in different registers (i.e., for different purposes and audiences), such as
formal speeches, literature, and articles versus texting, spoken word poetry, and blogging - Analyzing texts written in different time periods
- Analyzing written texts in which the author represents nonstandard varieties of spoken English
(e.g., John Steinbeck’s The Grapes of Wrath, Zora Neale Hurston’s Their Eyes Were Watching
God)
While teachers support their ELs
to develop the conventions of
standard English, they consciously
ensure that they do not overcorrect
every grammatical error their
students make as they explore
increasingly complex uses of
English and also that they do not
convey negative messages about
the imperfect language ELs use
as they develop English as an
additional language.Grades 9 to 12 Chapter 7 | 697