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At first glance, it may appear that the have little to say about language acquisition. In fact, although the points are not always spelled out explicitly, the new standards have sweeping implications for English Language Learners. The division between language and content learning is not as sharp as is often assumed, and the Common Core raises the demands for ELL language acquisition in various ways. The new standards call for students to participate in sophisticated language practices specific to each discipline--making and supporting arguments, for example, and reading complex texts. To achieve these standards, ELLs must not simply develop general English proficiency; they must also learn the sorts of academic language and practices that are used in each discipline and subject area. (If this sounds unachievable, take heart! No one comes to school knowing this academic language, so all students must learn it.) Because language and content are inseparable, ESL teachers should collaborate closely with subject-matter teachers. In the process, subject-area teachers can become more sensitive to the language practices of their disciplines, and ESL teachers can extend their understanding of the language competencies students need.

One resource may be especially helpful in this work. The Council of Chief State School Officers has recently released a relating ELP development to the Common Core standards in Mathematics and English Language Arts as well as the . This document teases out the various language competencies called for by the new standards, broken down by subject and grade level. This document could be a useful tool for ESL teachers, and especially for guiding collaborations with other teachers in these subjects.

The CCSS in ELA will be a challenge for ESL teachers to implement with English language learners (ELLs). These standards establish what all students should know and be able to do in the areas of reading, writing, speaking/listening and language regardless of academic and linguistic diversity. The CCSS does not provide the specific strategies or differentiation needed as to how districts can help ELLs (or students with disabilities) meet these standards. The language-acquisition process for English learners (ELs) is also indeed absent from the CCSS. Yet, the Common Core State Standards (CCSS) may also be viewed as an opportunity to incorporate language-learning principles into overall ESL curricula using the standards as a guide or framework. Here are some approaches to consider:

1. Since school districts must align their literacy curricula with the ELA CCSS, they could capitalize on their ESL teachers鈥� expertise to incorporate the necessary strategies for accommodating the language and learning needs of ELs. In this way, there is a whole district or school effort to foster the advancement of these youngsters.

2. Another aspect to consider is the design of the CCSS grade-level standards, which state the end of year expectations yet also allow for ease differentiation of instruction. Each grade-level standard is based on the same anchor standard, and ESL and content teachers may adjust their teaching based on the proficiency level of a student by looking at the level of skill for each standard one or two grade-levels below the current grade level of the student and adjusting their skill expectations. Using this backmapping strategy, all teachers can work on developing English learners鈥� skills according to the CCSS with their English-language proficiency in mind.

3. Finally, just as it is certain that classroom and content teachers should also be assisting ELs as with all students in developing their language skills as the CCSS dictates, by the same token, ESL teachers can no longer only be concerned with their students鈥� acquisition of English language skills. Content-support and content-connections will be much more feasible if ESL teachers become familiar with grade-level content information and skills and make a carefully planned effort to incorporate those into their instruction.