FABRIC - A Learning Paradigm for ELLs
Educating students who still are acquiring English proficiency can be complex in an age of high stakes
evaluations and assessments as well as college and career-ready standards. English language learners (ELLs) are not monolithic in their educational background, cultural experiences, and ability to adapt to learning environments. However, through well-planned instruction, ELLs can attain challenging academic
standards. There are many factors to consider when educators work to equip students with the skills for
rigorous, academic learning.
Students learn by building their understanding of foundational content, phonics, vocabulary, language structures, comprehension skills, and technology so that they are able to access grade level material.
Students acquire academic language skills by
interacting frequently in real-world discussions that
enable them to use content vocabulary and language
Students learn new content by using their existing knowledge, academic competencies, and prior experiences.
Students learn by using scaffolds and strategies that lower the language complexity of the content they
experience in the classroom.
Students learn through instruction that is informed
by formative and summative assessments. For
assessments to provide the most useful information,
they need to be in the students’ dominant language and/or at the students’ level of proficiency in
reading, writing, listening, and speaking.
Students learn in school environments that value the richness of diverse perspectives and cultivate cross-cultural
knowledge and awareness.