The Common Core Challenge For ELLs

The new Common Core State Standards (CCSS) currently being rolled out in 46states give little specific acknowledgement of the challenges for English languagelearners (ELLs). The introduction to the CCSS states that identifying the supportsneeded to help ELLs (or any other population of students) is "beyond the scope ofthe Standards" (Common Core State Standards Initiative, 2010b, p. 6). An ancillarydocument, available on the CCSS website (www.corestandards.org), gives some generalguidelines for applying the standards to ELLs. Schools are recommended to provide:Appropriate instructional supports to make grade-level course workcomprehensibleModified assessments that allow ELLs to demonstrate their content knowledgeAdditional time for ELLs to complete tasks and assessmentsOpportunities for classroom interactions (both listening and speaking) that developconcepts and academic language in the disciplinesOpportunities for ELLs to interact with proficient English speakersOpportunities for ELLs to build on their strengths, prior experiences, and backgroundknowledgeQualified teachers who use practices found to be effective in improving studentachievement (Common Core State Standards Initiative, 2010a).The suggested guidelines are reasonable—as far as they go—but are vague at best.School leaders and teachers are responsible for making the challenging academic standardsaccessible to students who must learn rigorous academic content while learningthe language in which the content is taught. What is known about the instruction andinstructional supports that will enable ELLs to participate in grade-level course work?Kenji Hakuta of Stanford University is leading a national effort to develop CCSSalignedresources that provide specific support for educators working with ELLs. Ina recent interview, Hakuta (as cited in Migdol, 2011) identified two key areas thatundergird the recommendations put forward by the creators of the CCSS:1. Teaching ELLs the mainstream academic content that all students must learn.2. Helping ELLs develop proficiency in English, particularly the academic English inoral and written language that is foundational to the content standards. (Althoug