they read, writing and multimedia projects), ELs build confidence and proficiency in understanding
and demonstrating their content knowledge in English. In addition, when teachers support their
students’ development of language awareness, or how
specific language resources (e.g., word choice, ways of
putting sentences together) enable users of English to
convey particular messages in powerful ways (e.g., in an
argumentative text or oral debate), they learn to be more
deliberate users of English. Through this dual development
of academic English and language awareness, teachers
support ELs to gain sophisticated understandings of
language as a complex, dynamic, and social resource for
making meaning; this dual development also helps students
develop the ability to intentionally shift their language use
based on discipline, topic, task, purpose, audience, and text
type.
Designated ELD is a protected time during the regular school day when teachers use the CA ELD
Standards as the focal standards in ways that build into and from content instruction so that ELs
develop the critical English language skills, knowledge, and abilities needed for rigorous academic
content learning in English. Designated ELD should not be viewed as separate and isolated from
ELA, science, social studies, mathematics, and other disciplines but rather as a protected opportunity
during the regular school day to support ELs in developing the discourse practices, grammatical
structures, and vocabulary necessary for successful participation in academic tasks across the content
areas. English learners build language awareness in designated ELD as they come to understand how
different text types use particular language resources (e.g., vocabulary, grammatical structures, ways
of structuring and organizing whole texts). This language awareness is fostered when students have
opportunities to experiment with language, shaping and enriching their own language using these
language resources. During designated ELD students engage in discussions related to the content
knowledge they are learning in ELA and other content areas, and these discussions promote the use
of the language from those content areas. Students also discuss the new language they are learning
to use. For example, students might learn about the grammatical structures of a particular complex
text they are using in science or ELA, or they might explicitly learn some of the general academic
vocabulary used in the texts they are reading in ELA or social studies.
Designated ELD should not be viewed as a place but
rather as a protected time. Depending on the particular
learning needs of a school’s ELs and the number of ELs at
particular English language proficiency levels, a school may
decide to extend the school day for ELs so that an extra
period can be dedicated to time for designated ELD during
the regular school day. This specialized course might include
other non-EL students who need support in developing
academic English related to their content learning in middle
school coursework. A logical scope and sequence for English
language development is aligned with the texts used and
tasks implemented in ELA and other content instruction.
Other schools, particularly schools with low numbers of
ELs, may opt to provide dedicated time within the school
day and within content courses when teachers can work
with small groups of students. Some ELs, particularly those
at the Bridging level of English language proficiency, likely
English learners build
language awareness in
designated ELD as they come
to understand how different
text types use particular
language resources (e.g.,
vocabulary, grammatical
structures, ways of structuring
and organizing whole texts).
During designated ELD
students engage in discussions
related to the content
knowledge they are learning
in ELA and other content
areas, and these discussions
promote the use of the
language from those content
areas. Students also discuss
the new language they are
learning to use.
546 | Chapter 6 Grades 6 to 8