Progressing Students' Language Day by Day

Alison L. Bailey is Professor of Human Development and Psychology at the University of California, Los Angeles, working on issues germane to children's linguistic, social, and educational development. She has published widely in these areas, most recently in Annual Review of Applied Linguistics, Teachers College Record, Educational Researcher, and Review of Research in Education. Her previous books with Margaret Heritage include Formative Assessment for Literacy, Grades K-6 (Corwin Press) and Self-Regulation in Learning: The Role of Language and Formative Assessment (Harvard Education Press). Other recent books include Children's Multilingual Development and Education: Fostering linguistic resources in home and school contexts (Cambridge University Press), and Language, Literacy and Learning in the STEM Disciplines: How language counts for English Learners (Routledge Publishers). She serves as a member of the National Assessment of Educational Progress (NAEP) Standing Committee on Reading, the National Council on Measurement in Education (NCME) Task Force on Classroom Assessment, and the National Academy of Sciences' Consensus Committee on English Learners in the STEM Disciplines. Margaret Heritage is an independent consultant in education. For her entire career, her work has spanned both research and practice. In addition to spending many years in her native England as a practitioner, a university teacher, and an inspector of schools, she had an extensive period at the University of California at Los Angeles (UCLA), first as principal of the laboratory school of the Graduate School of Education and Information Students and then as an Assistant Director at UCLA's National Center for Research on Evaluation, Standards and Student Testing. She has also taught courses in the Departments of Education at UCLA and Stanford University. She is a regular presenter at conferences across the United States and internationally. Her most recent book with Corwin, co-authored with Christine Harrison, is The Power of Assessment for Learning: Twenty Years of Research and Practice in UK and US Classrooms.

Foreword by Paola Uccelli Preface Acknowledgments About the Authors About the Contributors PART I. LAYING THE GROUNDWORK Chapter 1. Definitions and Contexts Chapter 2. What Is the DLLP Approach? Appendix 2A: Research Methods and Protocols Appendix 2B: Directions for Teachers' Tool for Documenting Language Features in the Classroom for Formative Purposes Chapter 3. Formative Assessment PART II. FEATURES OF THE DLLP APPROACH Chapter 4. Word Features of the DLLP Approach Appendix 4A: Practice Finding the "Best Fit" on Sophistication of Topic-Related Vocabulary Appendix 4B: Student Self-Assessment DLLP Graphic Appendix 4C: Practice Finding the "Best Fit" on Sophistication of Verb Forms Appendix 4D: Practice Finding the "Best Fit" on Expansion of Word Groups Chapter 5. Sentence Features of the DLLP Approach Appendix 5A: Practice Finding the "Best Fit" on Sophistication of Sentence Structure Chapter 6. Discourse Features of the DLLP Approach Appendix 6A: Practice Finding the "Best Fit" on Coherence/Cohesion Appendix 6B: Discourse Connector Lists Appendix 6C: Practice Finding the "Best Fit" on Establishment of Advanced Relationships Between Ideas Appendix 6D: Practice Finding the "Best Fit" on Stamina Appendix 6E: Practice Finding the "Best Fit" on Perspective-Taking Appendix 6F: Written Language Features of the DLLP Approach PART III. LEADING LANGUAGE AND CONTENT LEARNING Chapter 7. Leadership and Communities of Practice to Support DLLP Implementation Appendix 7A: Agendas for Communities of Practice Index

"I've worked with 'mainstream' content area teachers in my role as a program developer and school change coach for many years, focused on building their skill in working with the English Learners in their classrooms. In the past I've relied heavily on promoting the sheltered instruction practices (i.e. SIOP) that we know help make content accessible for students who are learning language. But until the DLLP appeared, we've never had a tool that allows mainstream teachers to understand where their students are in terms of their English language development. "I see the need most immediately when teachers tell me standards-based assessments don't reflect what they know their students know. What they are really saying is their students lack the language skills to provide rigorous, academic explanations of their knowledge. As a former science teacher, I could not be satisfied with watching a student engage in a lab activity. They also needed the scientific language skills to explain what they had done and what their results were. Guessing that they understood the concepts while failing to nourish and build their scientific language skills meant I was only doing half my job. "The DLLP provides the tools to dig in and understand where students are in terms of their specific language development, and gives insight to every teacher on how to support and build those skills. The progressions are clear and intuitive, you don't need to be a linguistics expert to work with them. In my role as a program developer the DLLP has been a game changer, giving ME a language and a skill I can support and nurture in all the teachers I work with." -- Laureen Avery, Director, Northeast Regional Office "Despite the importance of language development for English Learner (EL) school success, teachers have surprisingly few research-based tools that enable them to observe and guide the language development process as it unfolds. This book provides "Dynamic Language Learning Progressions" that serve as a clear and easy-to-use framework for maximizing language learning and promoting formative progress monitoring in classrooms. WIDA is thrilled to have sponsored this ground-breaking work." -- Tim Boals, Ph.D. WIDA Founder and Director "While teaching academic core content is what teachers focus on, teaching the language of the content to support English learners is a challenge. Alison Bailey, Margaret Heritage and colleagues skillfully weave these two together. They provide strategies for teachers to not only make the content language accessible to students, but also to demonstrate how to assess students' ability to explain the content being taught through the DLLP. Teachers at Hope Online Learning Academy have begun implementing the DLLP. One teacher commented, "When I started applying more language strategies to whole group instruction, I noticed a difference in my students' oral language progressions." The DLLP strategies in Progressing Language Day-by-Day will benefit all teachers who work with English learners." -- Carol Prais, English Language Specialist "Progressing Students' Language Learning Day by Day is a practical guidebook which should be on every teacher's bookshelf, dog-eared because of its valuable content and easy to implement style. The language development structures are applicable to all grade levels and all subjects areas especially since all of our classrooms are language development classrooms." -- Michele R. Dean, Ed.D. Field Placement Coordinator & Lecturer, California Lutheran University "Formative assessment and analyzing student work can help teachers to better target their instruction of students. The Dynamic Language Learning Progression (DLLP) approach to making use of formative assessments and for planning and implementing instruction across the content areas explored in Bailey and Heritage's work will help all teachers to better meet the needs of the diverse learners, not only the English learners acquiring English as an additional language in their classrooms." -- Katherine Lobo, ESL Teacher and Teacher Trainer, Newton South High School and Brandies University