Compiled by Sonia Maldonado
Conditions of Use:
Unless otherwise noted, this work is licensed under a Creative Commons Attribution-NonCommercial 4.0 United States License.
Click on the printer icon at the bottom of the screen
Make sure that your printout includes all content from the page. If it doesn't, try opening this guide in a different browser and printing from there (sometimes Internet Explorer works better, sometimes Chrome, sometimes Firefox, etc.).
If the above process produces printouts with errors or overlapping text or images, try this method:
"This paper addresses the implications, for ELLs, of the new standards’ requirement that students be able to read and understand complex, informationally dense texts. The authors discuss the types of supports that learners need in order to work with complex texts. They also provide a sample of what academic discourse involves, using an excerpt from Martin Luther King, Jr.’s Letter from Birmingham Jail. They demonstrate how English learners can be provided with strategies for accessing complex texts, such as closely examining one sentence at a time. The authors argue that instruction must go beyond vocabulary and should begin with an examination of our beliefs about language, literacy and learning."
Click on the link below to access the assigned reading.
What does text complexity mean for English learners and language minority students? Located at: https://ell.stanford.edu/publication/what-does-text-complexity-mean-english-learners-and-language-minority-students Project: Understanding Language Stanford University License: Copyright Stanford University Details: User may download material from the Sites only for User’s own personal, non-commercial use.