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What Does Text Complexity Mean for English Learners and Language Minority Students?
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This paper addresses the implications, for ELLs, of the new standard's 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.

Arts and Humanities
English Language Arts
Language Education (ESL)
Reading Informational Text
Material Type:
Teaching/Learning Strategy
Stanford University School of Education
Provider Set:
Understanding Language
Charles j. Fillmore
Lily Wong Fillmore
Date Added: