The framing of nonstandard dialects of English and code
switching as cultural and linguistic assets positions traditionally
non-dominant students as literate learners capable of fully
participating in and benefiting from an intellectually rich
curriculum. This perspective—one that both acknowledges all
of the cultural and linguistic contexts in which students learn
and live and seeks to understand the relationship between
language, culture, and identity—promotes positive relationships
and improves educational outcomes. Many other examples of
nonstandard varieties of English (e.g., New York Latino English,
Hawaiian Creole English) and regional dialects of English (e.g.,
Southern English) are not discussed in this section. However,
this ELA/ELD Framework recognizes the language and culture
students bring to the classroom as integral elements of learning
environments and learning processes. See the section on
culturally and linguistically relevant teaching elsewhere in this
chapter for instructional recommendations.^4English Learners
Students who are learning English as an additional language come to California schools from all
over the world, and many were born in California. English learners are defined by the CDE as follows.
... those students for whom there is a report of a primary language other than English on
the state-approved Home Language Survey and who, on the basis of the state approved
oral language (grades kindergarten through grade twelve) assessment procedures and
literacy (grades three through twelve only), have been determined to lack the clearly
defined English language skills of listening comprehension, speaking, reading, and writing
necessary to succeed in the school’s regular instructional programs. (R30-LC) (CDE
Glossary of Terms http://www.cde.ca.gov/ds/sd/cb/glossary.asp))
Schools and districts are responsible for ensuring
that all ELs have full access to an intellectually rich
and comprehensive curriculum, via appropriately
designed instruction, and that they make steady—and
even accelerated—progress in their English language
development.
English learners come to school with a range of cultural
and linguistic backgrounds, experiences with formal
schooling, proficiency in their primary language and in
English, migrant statuses, and socioeconomic statuses, as
well as interactions in the home, school, and community.
All of these factors inform how educators support ELs in
achieving school success through the implementation of
the CA ELD Standards in tandem with the CA CCSS for
ELA/Literacy and other content standards. Some of the key
factors teachers consider include:
4 See also Los Angeles Unified School District’s Teachers Guide to Supporting African American Standard English Learners
(https://www.sdcity.edu/Portals/0/CollegeServices/StudentServices/LearningCommunities/Af.Amer.CRR.PDF) and its Teachers
Guide to Supporting Mexican American Standard English Learners (http://achieve.lausd.net/cms/lib08/CA01000043/Centrici-
ty/Domain/217/MEXICAN%20AMERICAN_TEACHER%20GUIDE.PDF).
This perspective—one that
both acknowledges all of
the cultural and linguistic
contexts in which students
learn and live and seeks to
understand the relationship
between language, culture,
and identity—promotes
positive relationships and
improves educational
outcomes.English learners come to
school with a range of cultural
and linguistic backgrounds,
experiences with formal
schooling, proficiency in their
primary language and in
English, migrant statuses, and
socioeconomic statuses, as well
as interactions in the home,
school, and community.888 | Chapter 9 Access and Equity