District Supervisors' Sensemaking and Implementation of English Language Development Standards: WIDA 2020 Edition
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| Title: | District Supervisors' Sensemaking and Implementation of English Language Development Standards: WIDA 2020 Edition |
|---|---|
| Language: | English |
| Authors: | Scott E. Grapin (ORCID |
| Source: | AERA Open. 2025 11(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | School Districts, Academic Standards, English Learners, Program Implementation, Second Language Instruction, Supervisors, Educational Legislation, Elementary Secondary Education, Federal Legislation, Educational Policy, Policy Formation, Consortia, State Standards, Equal Education, Content and Language Integrated Learning |
| Laws, Policies and Program Identifiers: | Every Student Succeeds Act 2015 |
| ISSN: | 2332-8584 |
| Abstract: | English language development (ELD) standards are federally mandated in all U.S. states and impact the experiences of multilingual learners (MLs) in local schools and classrooms. This study examined district supervisors' sensemaking and implementation of WIDA 2020--the latest and most widely adopted ELD standards in U.S. K-12 education--as well as the contextual factors that supervisors perceived as shaping their sensemaking and implementation. Based on in-depth interviews with 18 English as a second language (ESL)/bilingual supervisors across diverse districts in one northeastern state, we found that supervisors' emerging understandings of WIDA 2020 and patchwork implementation efforts (e.g., retrofitting existing curricula) were shaped by multiple factors, including their multiple and varied roles and responsibilities and their limited opportunities for collaboration with content area colleagues. We discuss implications for policy and practice and future directions that can advance research on ELD standards as an understudied policy lever for pursuing ML equity. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494881 |
| Database: | ERIC |
| Abstract: | English language development (ELD) standards are federally mandated in all U.S. states and impact the experiences of multilingual learners (MLs) in local schools and classrooms. This study examined district supervisors' sensemaking and implementation of WIDA 2020--the latest and most widely adopted ELD standards in U.S. K-12 education--as well as the contextual factors that supervisors perceived as shaping their sensemaking and implementation. Based on in-depth interviews with 18 English as a second language (ESL)/bilingual supervisors across diverse districts in one northeastern state, we found that supervisors' emerging understandings of WIDA 2020 and patchwork implementation efforts (e.g., retrofitting existing curricula) were shaped by multiple factors, including their multiple and varied roles and responsibilities and their limited opportunities for collaboration with content area colleagues. We discuss implications for policy and practice and future directions that can advance research on ELD standards as an understudied policy lever for pursuing ML equity. |
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| ISSN: | 2332-8584 |
