What does text complexity mean for English learners and language minority students?
This paper addresses the implications, for ELLs, of the new standards’ requirement that students be able to read and understand complex, informationally dense texts.
The authors demonstrate how English learners can be provided with strategies for accessing complex texts, such as closely examining one sentence at a time, and argue that instruction must go beyond vocabulary and should begin with an examination of our beliefs about language, literacy and learning.