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It analyzes three language-related aspects: explicit comments on language, language as part of English Language Arts (ELA), and language demands in other disciplines such as mathematics and science. Using an example from grade 8 functions, it shows how ELLs must work verbally and develop expressive comparative understanding, while broader academic skills are shaped by language learning needs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/language-and-the-common-core-state-standards/605573/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/language-and-the-common-core-state-standards/605573.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-18","2026-10-16",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What three aspects of language does the paper examine in relation to the CCSS?","Question",{"text":112,"@type":113},"It examines (1) language-focused comments made within the standards, (2) how language is treated within the ELA standards, and (3) language demands that appear in other subjects, especially mathematics and science.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the paper argue that language is central even in mathematics?",{"text":117,"@type":113},"It argues that students need to listen to descriptions, discuss representations, and express comparative results verbally, showing that thinking and language are tightly intertwined in solving math tasks.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the CCSS framework say about language requirements for ELLs?",{"text":121,"@type":113},"When addressing ELLs explicitly, the standards provide advice emphasizing cognitively and linguistically complex academic practices, skill-based language development in the ELA four-skills model, and explicit knowledge of language through conventions, knowledge of language, and vocabulary acquisition.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},605573,1792209993,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Language and the Common Core State Standards  \nLeo van Lier, Monterey Institute of International Studies Aída Walqui, WestEd  \nLanguage in the CCSS  \nThis paper addresses the place and role of a focus on language in the Common Core State Standards (CCSS) . We examine three aspects of language. First, the comments that are made specifically about language; secondly, the treatment of language as part of the English Language Arts (ELA) standards; and thirdly, the language demands that are made in other subject areas, specifically mathematics and science.  \nWe are asking these questions because it is clear that language permeates all the standards, in many ways, even in those cases where the word“language” is not explicitly mentioned.  \nBefore we address language in particular, we would like to start off with an example from mathematics, a subject that might seem to rely less on language than other subjects do. Here is  \nan excerpt from the section on functions from the grade 8 standards for mathematics ( [http://www.corestandards.org/](http://www.corestandards.org/)):  \nCompare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions) . For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.  \nWhat does it take for a student, any student, but especially an ELL, to accomplish such a task? It may be that this student understands algebraic, graphical, and numerical representations, but very likely he or she needs to listen to descriptions, discuss the functions with peers, and develop ways of expressing comparative information and results so that other students can understand them and so that the teacher is satisfied that the student understands them as well. In sum, the student has to work verbally through the problem under the guidance of the teacher and peers, and then be able to express his or her understanding through language, possibly accompanied by graphs and equations or tables of values. In all of this work, thinking and language are intimately intertwined.  \nThis is clearly not an isolated example. Nor is it limited to mathematics, but it applies equally to all other subjects, from social studies to science and literature. Academic understandings and skills are permeated by language, both in terms of understanding concepts and accepted subject-specific procedures, and in terms of processes of learning to understand, to share, to consolidate, and to present. All of this is hard to do in your own language, the language you grew up with in your family and in your community. But it is much harder in a language that you are still in the process of developing, a long-term task for which you need steady assistance, encouragement and support. Think what would happen if you moved to China, or Turkey, and had to take an 8th grade mathematics class in Chinese or Turkish. Even if you were able to chat with your neighbors, shop in the market, and follow the soap operas on TV in Chinese or Turkish, we think you would face difficulties and stresses in your 8th grade Chinese or Turkish math class, even if you were a college-educated adult from the US.  \n© Stanford University  \nLanguage Standards  \nThe Common Core Standards address different areas of concern about language, at roughly three levels. The first level relates to the realization that language is a key contributor to the requirements of all subjects. The second area is that of the ELA standards, which specifically focus on the development of communicative and academic language skills, both within the subject area of ELA itself and across all other subject matter areas. Thirdly, those standards that focus specifically on language emphasize primarily linguistic conventions, knowledge of language, and vocabulary acquisition.  \nThis tripartite layering of linguistic s","cbCaibojklnRn47Z","https://ap.wps.com/l/cbCaibojklnRn47Z","pdf",165244,"English","# Language in the CCSS\n## Three aspects of language\n# Language standards\n## Tripartite layering and guidance for ELLs","[{\"question\":\"What three aspects of language does the paper examine in relation to the CCSS?\",\"answer\":\"It examines (1) language-focused comments made within the standards, (2) how language is treated within the ELA standards, and (3) language demands that appear in other subjects, especially mathematics and science.\"},{\"question\":\"Why does the paper argue that language is central even in mathematics?\",\"answer\":\"It argues that students need to listen to descriptions, discuss representations, and express comparative results verbally, showing that thinking and language are tightly intertwined in solving math tasks.\"},{\"question\":\"What does the CCSS framework say about language requirements for ELLs?\",\"answer\":\"When addressing ELLs explicitly, the standards provide advice emphasizing cognitively and linguistically complex academic practices, skill-based language development in the ELA four-skills model, and explicit knowledge of language through conventions, knowledge of language, and vocabulary acquisition.\"}]","Language and the Common Core State Standards | PDF",1792132747,23]