BELIEFS: MSD fully supports the World-Class Instructional Design and Assessment (WIDA) Guiding Principles of Language Development:
- Students’
languages and cultures are valuable resources to be tapped and
incorporated into schooling. - Escamilla & Hopewell (2010);
Goldenberg & Coleman (2010); Garcia (2005); Freeman, Freeman,
&Mercuri (2002); González, Moll, & Amanti (2005); Scarcella
(1990)
- Students’ home, school, and community experiences
influence their language development. - Nieto (2008); Payne (2003);
Collier (1995); California State Department of Education (1986)
- Students
draw on their metacognitive, metalinguistic, and metacultural awareness
to develop proficiency in additional languages. - Cloud, Genesee, &
Hamayan (2009); Bialystok (2007); Chamot & O’Malley (1994);
Bialystok (1991);Cummins (1978)
- Students' academic language
development in their native language facilitates their academic language
development in English. Conversely, students' academic language
development in English informs their academic language development in
their native language. - Escamilla & Hopewell (2010); Gottlieb,
Katz, & Ernst-Slavit (2009); Tabors (2008); Espinosa (2009); August
& Shanahan (2006); Genesee, Lindholm-Leary, Saunders, &
Christian (2006); Snow (2005); Genesee, Paradis, & Crago (2004);
August & Shanahan (2006); Riches & Genesee (2006); Gottlieb
(2003); Schleppegrell & Colombi (2002); Lindholm & Molina
(2000); Pardo & Tinajero (1993)
- Students learn language and
culture through meaningful use and interaction. - Brown (2007); Garcia
& Hamayan, (2006); Garcia (2005); Kramsch (2003); Díaz-Rico &
Weed (1995); Halliday & Hasan (1989); Damen (1987)
- Students
use language in functional and communicative ways that vary according to
context. - Schleppegrell (2004); Halliday (1976); Finocchiaro &
Brumfit (1983)
- Students develop language proficiency in
listening, speaking, reading, and writing interdependently, but at
different rates and in different ways. - Gottlieb & Hamayan (2007);
Spolsky (1989); Vygotsky (1962)
- Students’ development of
academic language and academic content knowledge are inter-related
processes. - Gibbons (2009); Collier & Thomas (2009); Gottlieb,
Katz, & Ernst-Slavit (2009); Echevarria, Vogt, & Short (2008);
Zwiers (2008); Gee (2007); Bailey (2007); Mohan (1986)
- Students'
development of social, instructional, and academic language, a complex
and long-term process, is the foundation for their success in school. -
Anstrom, et.al. (2010); Francis, Lesaux, Kieffer, & Rivera (2006);
Bailey & Butler (2002); Cummins (1979)
- Students’ access to
instructional tasks requiring complex thinking is enhanced when
linguistic complexity and instructional support match their levels of
language proficiency. - Gottlieb, Katz, & Ernst-Slavit (2009);
Gibbons (2009, 2002); Vygotsky (1962)