[Note: This reflection is a fulfillment of Moreland University’s Module 25 Unit 3 Activity 1. ]
As a new teacher at an international school that recently implemented the WIDA framework into their still-developing ELL program, I seized this opportunity to learn what I could about WIDA and how I could apply its foundational principles to my teaching practice. WIDA, an acronym for Word-Class Instructional Design and Assessment, strives toward high standards and equitable practices for English language learners. According to The WIDA Standards Framework and its Theoretical Foundations (2014), the five key components of WIDA are as follows:
- Can Do Philosophy
- Guiding Principles of Language Development
- Age-appropriate Academic Language in Sociocultural Contexts
- Performance Definitions
- Strands of Model Performance Indicators
The WIDA Can Do Philosophy was developed from an acknowledgement of the value of student experiences and a funds of knowledge mindset. This stands in contrast to the deficit model of education which focuses on a lack in student knowledge and skills. The Can Do Descriptors focus on the knowledge and skills students already have as a foundation onto which to build more skills and knowledge. These Can Do Descriptors are used by educators to differentiate instruction and assessments, as well as to collaborate with other teachers as they work together to help ELLs succeed.
So how does this look practically for an educator? Since WIDA is a language framework, does it easily integrate with content standards during lesson planning? These were the questions I set out to find answers for. In “How to Use Study Standards,” I learned that teachers can use the WIDA framework to create Model Performance Indicators. (Dash, n.d.) MPIs are essentially differentiated content objectives that contain three parts: the language function, the topic, and the supports. The language function objectives are how students will practice the content or show evidence of learning, depending on their language skill levels. The topic objectives are not part of WIDA’s framework and come from a separate set of curriculum standards, such as Common Core. The supports are what the teacher provides to help students access the content and to show evidence of learning. In short, each content objective should be matched with a skill-appropriate language objective, and supports should be in place for differentiation and scaffolding.
For example, let’s imagine that a teacher needs to prepare a lesson focusing on the following Common Core Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. For a Level 2 student within the WIDA framework, this lesson might involve writing only a few sentences about a certain topic and working with a partner to revise. The teacher could provide language support in the form of sentence prompts and target vocabulary. For a Level 4 student, he or she might write a text and use a detailed rubric prepared by the teacher to self-evaluate. Both of the students meet the content objective of revising written work. The teacher will provide language support for both at varying levels.
As I dug deeper into the WIDA framework, I sought to find out how it addresses sociocultural competence. The third item on the list of WIDA framework components is “Age-appropriate Academic Language in Sociocultural Contexts.” According to Academic Language, A Centerpiece for Academic Success in English Language Arts, academic language is characterized by the specific linguistic features of academic disciplines. (Gottlieb & Ernst-Slavit, 2014) Language learners will naturally learn social language when exposed to conversation and informal interactions with speakers of that language. It’s possible for a person to be understood and to comfortably interact within casual contexts while using slang, loose grammar, and a limited vocabulary. On the other hand, if they are never purposefully taught academic language, language learners are more likely to have difficulty in academic or professional settings, often dropping out of school and avoiding professional atmospheres altogether. One of the foundational ways that the WIDA framework addresses sociocultural competence is by teaching language learners the appropriate language for a school culture. The purpose of this is not to undermine an ELL student’s first language or home culture, but it’s so important because it gives him or her the linguistic tools necessary to succeed within the academic environment of the L2.
Another way in which WIDA paves the path for sociocultural competence lies in its flexibility. WIDA, simply a linguistic framework, can work hand-in-hand with content standards and cultural relevance within any classroom. Educators can flexibly use the WIDA model to tailor their lesson plans, learning experiences, and assessments to the culture of their particular students. In this way, teachers are given the freedom to implement creative, relevant experiences, no matter the linguistic or the content objectives of each lesson. This is important for all ELL classrooms because students will not be “boxed into” a narrowly-focused framework in which they cannot fit. With the help of the WIDA framework, my goal is to weave linguistic objectives and sociocultural competence with content standards, thus enhancing my overall teaching practice and facilitating success for my ELL students.
References
Dash, C. (n.d.). How to Use the WIDA Standards [MOOC] Study.com. https://study.com/academy/lesson/how-to-
use-the-wida-standards.html
Gotlieb, M., & Ernst-Slavit, G. (2014) Academic Language, A Centerpiece for Academic Success in English
Language Arts. Academic Language in Diverse Classrooms. https://www.uk.sagepub.com
The WIDA Standards Framework and its Theoretical Foundations (2014). http://www.wida.us
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