Promoting Multilingual Students' Disciplinary and Language Learning through the WIDA Framework for Equitable Instruction

Autor/inn/en	Molle, Daniella; Wilfrid, Jennifer
Titel	Promoting Multilingual Students' Disciplinary and Language Learning through the WIDA Framework for Equitable Instruction
Quelle	In: Educational Researcher, 50 (2021) 9, S.585-594 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X211024592
Schlagwörter	Standards; Multilingualism; Guidelines; Equal Education; Consortia; Language Tests; Content and Language Integrated Learning; Second Language Learning; Second Language Instruction; Criticism; Instructional Design; Teaching Methods; English (Second Language); Course Content; Classroom Communication; Alignment (Education); Kindergarten; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Standard; Mehrsprachigkeit; Multilingualismus; Richtlinien; Vereinigung; Language test; Sprachtest; CLIL; Lernkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; Kritik; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Kursprogramm; Klassengespräch
Abstract	This article explores the development of a guidance document titled the "Framework for Equitable Instruction" (Framework), which aims to support multilingual students' content-area learning and language development. The Framework was developed by WIDA, a national consortium of states, as part of its system of language standards, assessments, and professional learning. The article discusses the Framework using a protocol originally created for the alignment of content-area and language standards. The protocol highlights the rigorous theoretical foundations of the Framework, the research-based rationale behind its conceptualization of language trajectories, and the tight linkages between the Framework, content-area standards, and classroom instruction. The systematic exploration of the Framework's features in this article can inform the future design of language standards and related documents and serve as a foundation for the constructive critique of existing ones. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01