English Language Development
As emphasized throughout this ELA/ELD Framework, ELs face the unique challenge of learning
English as an additional language as they are also learning grade-level content through English.
This challenge creates a dual responsibility for teachers who teach ELs. One is to ensure that all ELs
have full access to grade-level curricula in all content areas, and the second is to ensure that ELs
simultaneously develop the advanced levels of English necessary for success with academic tasks and
texts in those content areas. English language development (ELD) instruction is but one necessary
component of a comprehensive instructional program for ELs that fulfills this dual responsibility.
Learning English as an Additional Language
California’s ELs come to school at different ages and with a range of cultural and linguistic
backgrounds, formal schooling, proficiencies in their primary language(s) and English, socioeconomic
statuses, and other experiences in their homes, schools, and communities. In addition, California’s ELs
come from nations all over the world, as well as the U.S. All
of these factors affect how ELs learn English as an additional
language and how teachers design and provide instruction
to ensure steady linguistic and academic progress. (For more
detailed information regarding different types of ELs, see
chapter 9.)
Regardless of their individual backgrounds and levels of
English language proficiency, ELs at all levels of proficiency
are able to engage in intellectually challenging and content-
rich activities, with appropriate support from teachers that
addresses their language and academic learning needs. The
term English as an additional language is used intentionally
to signal the explicit goal for ELs to add English to their
linguistic repertoires as they develop and maintain proficiency
in their primary language(s). The CA ELD Standards provide
guideposts of the English language skills, abilities, and knowledge that teachers promote and assess
as their ELs progress along the ELD Continuum.Stages of English Language Development
Research has shown that learners of an additional language generally follow a common path to
second language development. The CA ELD Standards refer to the stages along this path as Emerging,
Expanding, and Bridging. (See chapter 1). Represented in figure 2.18, the general progression of
English language development is summarized by the English Language Development continuum in the
CA ELD Standards.Regardless of their individual
backgrounds and levels of
English language proficiency,
ELs at all levels of proficiency
are able to engage in
intellectually challenging and
content-rich activities, with
appropriate support from
teachers that addresses their
language and academic
learning needs.104 | Chapter 2 Essential Considerations