Los fundamentos de los estándares de WIDA: Principios que guían el desarrollo lingüístico WIDA cree que como educadores, nuestro papel es diseñar instrucción de tal manera que capitalice y amplíe estos recursos. Esta creencia tiene como base una síntesis de literatura relacionada con la enseñanza de estudiantes con diversos recursos lingüísticos y culturales. Usando como fundamento este cúmulo de trabajo así como una revisión de literatura e investigaciones relacionadas con el desarrollo del lenguaje y con prácticas efectivas de instrucción de emergentes bilingües, WIDA redactó sus principios guía del desarrollo del lenguaje. Estos principios representan las presunciones centrales de WIDA sobre el desarrollo del lenguaje. 1. Los idiomas y las culturas de los estudiantes son recursos invaluables que deben ser aprovechados e incorporados en la educación. Escamilla & Hopewell (2010); Goldenberg & Coleman (2010); Garcia (2005); Freeman, Freeman, & Mercuri (2002); González, Moll, & Amanti (2005); Scarcella (1990) 2. Las experiencias de los estudiantes en el hogar, la escuela y la comunidad influyen en el desarrollo de su lenguaje. Nieto (2008); Collier (1995); California State Department of Education (1986) 3. Los estudiantes usan su conciencia meta-cognitiva, meta-lingüística y meta-cultural para desarrollar su competencia en otros idiomas. Cloud, Genesee, & Hamayan (2009); Bialystok (2007); Chamot & O’Malley (1994); Bialystok (1991);Cummins (1978) 4. El desarrollo del lenguaje académico en el idioma nativo de los estudiantes les facilita el desarrollo lingüístico en inglés. Así mismo, el desarrollo del lenguaje académico en inglés informa el desarrollo del lenguaje académico en su idioma nativo. Escamilla & Hopewell (2010); Gottlieb, Katz, & Ernst-Slavit (2009); Tabors (2008); Espinosa (2009); August & Shanahan (2006); Genesee, Lindholm-Leary, Saunders, & Christian (2006); Snow (2005); Genesee, Paradis, & Crago (2004); August & Shanahan (2006); Riches & Genesee (2006); Gottlieb (2003); Schleppegrell & Colombi (2002); Lindholm & Molina (2000); Pardo & Tinajero (1993) 5. Los estudiantes aprenden el lenguaje y la cultura a través de usos e interacciones significativas. Brown (2007); Garcia & Hamayan, (2006); Garcia (2005); Kramsch (2003); Díaz-Rico & Weed (1995); Halliday & Hasan (1989); Damen (1987) © 2014 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us 6. Los estudiantes usan el lenguaje de manera funcional y comunicativa que varían de acuerdo al contexto. Schleppegrell (2004); Halliday (1976); Finocchiaro & Brumfit (1983) 7. Los estudiantes desarrollan la competencia para escuchar, hablar, leer y escribir en un idioma de manera interdependientemente pero de formas y modos diferentes. Gottlieb & Hamayan (2007); Spolsky (1989); Vygotsky (1962) 8. Para los estudiantes, el desarrollo del lenguaje académico y el desarrollo del conocimiento académico son procesos inter-relacionados. Gibbons (2009); Collier & Thomas (2009); Gottlieb, Katz, & Ernst-Slavit (2009); Echevarria, Vogt, & Short (2008); Zwiers (2008); Gee (2007); Bailey (2007); Mohan (1986) 9. El desarrollo del lenguaje social, de instrucción y académico es un proceso complejo que toma largo tiempo y es fundamental para el éxito escolar. Anstrom, et.al. (2010); Francis, Lesaux, Kieffer, & Rivera (2006); Bailey & Butler (2002); Cummins (1979) 10. Los estudiantes tienen mayor acceso a actividades escolares que requieren procesos mentales complejos cuando la complejidad lingüística y el apoyo a la instrucción son apropiados para el nivel de desempeño lingüístico del estudiante. Gottlieb, Katz, & Ernst-Slavit (2009); Gibbons (2009, 2002); Vygotsky (1962) © 2014 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us Bibliografía Anstrom, K., DiCerbo, P., Butler, F., Katz, A., Millet, J., & Rivera, C. (2010). A review of the literature on academic language: Implications for K-12 English language learners. Arlington, VA: The George Washington University Center for Equity and Excellence in Education. August, D., & Shanahan, T. (2006). (Eds.). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Bailey, A. L., & Butler, F. A. (2002). 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