Complex Text and New Common Standards in the United States: Pedagogical Implications for English Learners

Abstract

In the United States, new common state standards in English language arts and disciplinary literacy require K-12 students to "read and comprehend complex literary and informational texts independently and proficiently." Issues of text complexity have spurred debates in the mainstream literacy, educational practice, and policy communities. Issues raised for English learners (ELs)-and their teachers-are even more vexing. This article considers first language (L1) and second language (L2) reading theory and research to articulate challenges facing ELs as they engage with complex text and to evaluate instructional responses. Reviewing historical and contemporary perspectives on text complexity and reading comprehension, the authors argue that (a) the complexity involved in comprehending difficult text transcends textual features to include dimensions of the reader, task, and pedagogical support; and (b) the path to success for ELs will not be paved solely by attempting to match readers with "appropriate" texts or by modifying existing texts to meet perceived student reading levels. If what is "complex" about reading certain kinds of texts is the relationship among the text, its reader, the task the reader is being asked to perform, and the context in its multiple dimensions, then pedagogical responses for ELs must keep all of these in mind.

Visual-Syntactic Text Format: Improving Adolescent Literacy

“…Although text complexity may be thought of as the interactions among text features, reader characteristics, and task demands, a common pedagogical approach to making texts accessible is to simplify texts to match students' reading levels (Bunch, Walqui, & Pearson, 2014;Oh, 2001). However, simplified texts may not be an ideal solution to supporting struggling readers, as they may limit the overall coherence of the original texts, reduce students' exposure to important vocabulary and text structures that students will eventually need, yet remain syntactically complex texts (Crossley, Louwerse, McCarthy, & McNamara, 2007).…”

Dynamic Bilingualism as the Norm: Envisioning a Heteroglossic Approach to Standards‐Based Reform

“…Emergent bilingual students were for the most part ignored during the inception of the CCSS and have begun to be considered through initiatives such as the Framework only after the standards were already developed. And yet, the potential of bilingualism to enable students to develop more appreciation of text function, greater comprehension of complex texts, more intricate text structures, and greater familiarity with sentence structures and vocabulary, has been well recognized (Brisk & Proctor, 2012;. With the CCSS now in the initial stages of implementation, we are running out of time to create a coherent alternative that embraces the development of both heteroglossic ideological and implementational spaces.…”

“…Although it also mentions "seminal U.S. documents, the classics of American literature, and the timeless dramas of Shakespeare," which would indicate the need for an English-only approach, taking a heteroglossic perspective opens up the possibility to read these in translation, gaining, as the standard continues, "a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts." (For more on text complexity in the CCSS, see Bunch, Walqui, & Pearson, 2014. ) In other words, it is not necessary to wait until the English language is developed in order to meet this standard.…”

“…The ultimate goal would be for emergent bilingual students to become aware of how language can be consciously used to express their unique bilingual identities. This translanguaging rhetorical model requires the type of meta-language embedded within the CCSS (Brisk & Proctor, 2012;Garcıa & Flores, 2013). Indeed, this translanguaging model would support all students in meeting the language demands of the CCSS ELA and Literacy Standards and should not be reserved for emergent bilinguals.…”

A Data‐Driven Approach to Text Adaptation in Teaching Material Preparation: Design, Implementation, and Teacher Professional Development

“…TESOL teachers play an indispensable role in teaching material preparation (Bunch, Walqui, & Pearson, ). A critical consideration in this process that directly bears upon learners’ literacy development is to ensure the linguistic complexity of the reading texts is suitable for their expected proficiency levels (Crossley, Allen, & McNamara, ; Hiebert & Mesmer, ).…”