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Theoretical Framework

Theoretical Framework

The purpose of the Theoretical Framework section:

The purpose of this section is to substantiate the research on which the theoretical foundation of the WIDA standards framework was built. This foundation supports language use in academic contexts: the language that English learners must acquire and negotiate to participate successfully in educational settings (WIDA, 2014).

WIDA Resources:

RESOURCE NAME: Overview of the WIDA Standards Framework

Suggestion for use: The WIDA Standards Framework consists of a set of interactive and interdependent components that demonstrate WIDA's vision for academic language development and provide a foundation for WIDA's ELD standards. Page 3 of the 2012 ELD Standards document provides an overview of the WIDA Standards Framework and explains each component of the framework. (Adapted from WIDA, 2012)

Citation:

Board of Regents of the University of Wisconsin System. (2012)2012 Amplification of The English Language Development Standards: Kindergarten–Grade 12 (Publication 3). Wisconsin Center for Education Research which partnered with The Center for Applied Linguistics.

WIDA standards framework circle. Outer layer: Guiding Principles of Language, exemplifying the WIDA Can Do philosophy. Next layer: Developmentally appropriate academic language in sociocultural contexts. Center of circle: performance definitions, standards and their matrices, and can do descriptors.

RESOURCE NAME: WIDA's Theoretical Framework

Suggestion for use: The components of the WIDA ELD standards framework interact and influence each other in the design of curriculum, language instruction, and assessment of English learners. Educators and school leaders may consult the framework to support the specific needs of their districts, schools, and individual students. (Adapted from WIDA, 2012)

Citation:

Board of Regents of the University of Wisconsin System. (2012). The WIDA Standards Framework and its Theoretical Framework (Publication). Wisconsin Center for Education Research which partnered with The Center for Applied Linguistics.

RESOURCE NAME: The Cornerstone of the WIDA Standards: Guiding Principles of Language Development

Suggestion for use: The WIDA Guiding Principles of Language Development outlines the language acquisition research utilized by WIDA to develop the ELD standards framework. The premise behind these guiding principles are the cornerstone of language development. (Adapted from WIDA, 2012)

Citation:

Board of Regents of the University of Wisconsin System. (2012) The Cornerstone of the WIDA Standards: Guiding Principles of Language Development. (Academic Language, Publication). Wisconsin Department of Public Instruction. The Center for Applied Linguistics.

RESOURCE NAME: The WIDA Can Do Philosophy

Suggestion for use: The WIDA Can Do Philosophy articulates that English learners bring a unique set of assets (linguistic, cultural, experiential, social-emotional) that have the potential to enrich the experiences of all learners and educators. As students learn additional languages, educators can draw on these assets for the benefit of both the learners themselves and for everyone in the community. By focusing on what English learners can do, educators send a powerful message that students from diverse linguistic, cultural, and experiential backgrounds contribute to the vibrancy of K–12 schools. (Adapted from WIDA, 2012)

Citation:

Board of Regents of the University of Wisconsin System. (2012) The WIDA Can Do Philosophy. (Academic Language, Publication). Wisconsin Department of Public Instruction. The Center for Applied Linguistics.

RESOURCE NAME: WIDA's Essential Actions Handbook

screenshot of Audiences and Uses of the Handbook, page 4. https://wida.wisc.edu/sites/default/files/resource/Essential-Actions-Handbook.pdf
WIDA’s Essential Actions for Academic Language Success, page 11. https://wida.wisc.edu/sites/default/files/resource/Essential-Actions-Handbook.pdf

Suggestion for use: WIDA's Essential Actions is a “call for teachers and teacher educators to take action and collaborate in designing and implementing curriculum, instruction, and assessment through standards. Through this coordinated effort, all students can benefit from a personalized and challenging standards-referenced education that is geared towards advancing their individual and collective academic success. As a result, language (English) learners, by having exposure to both language and content standards, will build stronger academic language to use inside and outside of school.” (WIDA, 2012)

Citation:

Board of Regents of the University of Wisconsin System. (2012). Essential Actions a Handbook for Implementing WIDA's Framework for English Language Development Standards: A Companion to 2012 Amplification of the ELD Standards. (Publication 3). Wisconsin Center for Education Research which partnered with The Center for Applied Linguistics.