Integrated ELD vs Designated ELD: What's the Difference?

Throughout the day, English learners (ELs) are required to learn English (both conversational and academic) and content knowledge simultaneously. Integrated and Designated ELD are both critical parts of an English Learner's daily instruction. They both involve direct language instruction and help students to make connections between ELD and content standards in every core subject. Both types of ELD provide scaffolds for students to meet academic and language needs, yet remain intellectually challenging, interactive, and engaging.

Language awareness (learning about English works, not simply how to translate their words) is the main focus of the CA ELD standards because when students become conscious of how particular language affects meaning, they are able to develop more advanced levels of English. For example, learning about shades of meaning and code switching can be ways in which ELs can extend their understanding of how English works. This gives them more resources to be able to fully express themselves, make meaning, and have full access to the curriculum and opportunities to achieve their dreams.

Integrated ELD happens DURING each core subject and Designated ELD happens on it's own time, with an ELD teacher. Whatever content area you teach in, you are responsible for providing integrated ELD throughout the course of the week.

As a comprehensive approach to ELD, the English Language Arts/English Language Development (ELA/ELD) Framework for California Public Schools states:

"ELs at all English proficiency levels and at all ages require both integrated ELD and specialized attention to their particular language learning needs, or designated ELD" (p 119).

Even English only (EO) students benefit from direct language instruction!

How is Designated ELD unique?

• Focus on ELD Standards and connect to content standards.
• It is a protected time to develop language skills, building into and from content instruction.
• Instruction focuses on meaning, forms, and functions of the English Language.
• Uses frequent formative and corrective feedback for language development, not content learning. Content is secondary, and supports the language, but is not the primary objective.
• Focus on providing extended opportunities for students to use English to interact in meaningful ways. The class should be full of opportunities for extended discourse.

How is Integrated ELD unique?

• Focus is on content standards. ELD standards are integrated and connected to content.
• ELD is provided throughout the day and through ALL diciplines (Humanities, STEAM, PE, etc.)
• Instruction focuses on content learning and the academic language necessary for successful learning of the content, as well as transmission of that learning to others.
• Focus on providing multiple opportunities to master the content learning.

Chapter 6 of the California ELA/ELD Framework provides "snapshots" of how Integrated and Designated ELD can work in the content areas in grades 6, 7, and 8, with a particular focus on ELA, science, and history/social science.