This publication says that English language learners (ELLs) face a double challenge: they must simultaneously learn how to acquire enough of a second language to participate in an academic setting while gaining an understanding of the knowledge and skills in multiple disciplines through that second language. As a result, the authors suggest that state ELP standards corresponding to the CCSS and NGSS be examined closely to determine what supports need to be put in place to provide ELLs with the help they need to access grade-level content while building their language proficiency. To that end, the purposes of this Framework are to outline the underlying English language practices found in the CCSS and the NGSS, communicate to ELL stakeholders the language that all ELLs must acquire in order to successfully engage the CCSS and NGSS, and specify a procedure by which to evaluate the degree of alignment present between the Framework and ELP standards under consideration or adopted by states.
This guide, while dense to read and unpack, provides a thorough analysis of the language practices associated with college- and career-ready standards in ELA/Literacy, Mathematics, and Science. The four-part framework and examples are useful to developers of ELP/ELD standards. However, some of the steps in the framework are not clearly explicated, and at times, two different perspectives (which do not fully mesh) are represented within the document. (See, for example, in the Appendices, the two groups of writers who participated in creating this document created two versions of sample ELP standards.)