Traditionally, language learning has focused on semantics and form in speaking rather than function. English language learners were assessed by their proper use of proper tenses, verb forms, prepositions, etc. (Fenner and Snyder, 2017). New-language learners must undoubtedly learn fundamental skills in order to effectively speak, read, and write, but language has little meaning without context. The Standards recognize that language learning requires expansion into a variety of repertoires in order to communicate in a multitude of situations, purposes, and audiences. While this idea may not be new in language learning, its recognition by the Standards allows a shift in the way educators evaluate language acquisition.
Now, the focus has shifted from ridding ELLs from their “non-native” speaking habits towards expansion of “linguistic repertoires” (Fenner and Snyder, 2017). This allows ELLs to practice linguistic skills in meaningful contexts rather than learning discrete skills in isolation, which has profound impacts in the way content teachers present material to ELLs: the focus now shifts toward teaching content and language simultaneously. This allows for the development of a new “repertoire” of linguistic skills, and promotes understanding of language in reference to content rather than a focus on semantics (Fenner and Snyder, 2017) . Furthermore, this coupling makes language learning a part of content learning, so ELLs are constantly practicing their English skills.
When teachers take a “communication-based” view of language, verbal production becomes less important than the actual substance of what is being said (Fenner and Snyder, 2017) . This allows teachers to remain focused on their content while scaffolding language skills to be used within the content and deflects pressure from ELLs. Science courses are typically vocabulary-laden, particularly in biology. For many, learning to speak like a scientist can feel like learning a new language. In fostering student comprehension of new terminology, teachers often allow students to use layperson’s terms at the beginning of the unit and gradually transition toward using scientific vocabulary. All the while, the meaning of what students are saying is the same. This technique coincides well with the new standards; students are gradually moved toward perfecting their language skills while learning content material. In applying similar methods for ELLs, teachers can promote language growth without sacrificing content understanding.
Fenner, D. S., & Snyder, S. (2017). UNLOCKING ENGLISH LEARNERS POTENTIAL. Place of publication not identified: CORWIN Press.
Figiuolo, M. (2017, June 8). Setting Goals and Measuring Results [Digital image]. Retrieved April 30, 2019, from https://cdn.lynda.com/course/574670/574670-636879980003628256-16×9.jpg
Teaching English Language Learners 
