In order not to fall behind their English-speaking peers in academic content areas, ELLs need to develop English language and literacy skills in the context of content area instruction. Ideally, content area instruction should provide a meaningful context for English language and literacy development while also improving English skills, providing the means for understanding academic content (Amaral, Garrison, & Klentschy, 2002; Buxton, 1998; Casteel & Isom, 1994; Lee & Fradd, 1998; Stoddart, Pinal, Latzke, & Canaday, 2002). In reality, however, ELLs frequently confront the demands of academic learning through a yet-unmastered language without the instructional support they need. For their part, teachers often lack the knowledge and the institutional support to address the ELLs’ educational needs. Thus, a vision of reform to support the academic achievement of ELLs requires integrating knowledge of academic disciplines with knowledge of English language and literacy development. The need for such integration is especially urgent, given the climate of standards-based instruction, high-stakes assessment, and accountability facing today’s schools.
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