• Comprehension ;
  • Text features, text structure;
  • Content literacy ;
  • Specific subject areas (math, art, etc.);
  • Language learners ;
  • English language learners, English learners, English as a second language, English for speakers of other languages;
  • Linguistics;
  • First, second, etc., language (L1, L2,etc.);
  • Second-language learning;
  • Second-language reading;
  • Oral language ;
  • Language development;
  • Policy ;
  • Standards;
  • Strategies, methods, and materials ;
  • Discussion strategies;
  • Instructional strategies, teaching strategies;
  • Theoretical perspectives ;
  • Sociocognitive;
  • Sociocultural;
  • Sociolinguistic;
  • To learners in which of the following categories does your work apply? ;
  • Childhood ;
  • Early adolescence ;
  • Adolescence ;
  • College/university students


In this column, Kenji Hakuta and Mario Santos described the challenges and opportunities the Common Core State Standards and the Next Generation Science Standards present for language development in the context of English language arts/literacy, mathematics, and science. They heightened educators' awareness of the critical role language plays in literacy, learning, and assessment, suggesting that a focus on language is especially important for English Language Learners in their development of content area literacies.