# data[].attributes.body
Vocabulary. Department of Education. (n.d.). https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/speakinglistening/Pages/litfocusvocab.aspx

# data[].attributes.body
Merriam-Webster. (n.d.). Writing definition &amp; meaning. Merriam-Webster. https://www.merriam-webster.com/dictionary/writing

# data[].attributes.body
Writing may be one of the more difficult features of ELA for ELLs or differently-abled students by nature. With the intertwined nature of ELA as a subject and writing itself, this may be difficult to

# data[].attributes.body
With language being the foundation of ELA, writing, being the physical transcription of language, is a core tenant of the field. Print, handwriting, and virtual text are all common examples of writing that students will encounter in ELA classes, as well as in life in general. Given this, writing is almost constantly encountered and interacted with in an ELA classroom.

# data[].attributes.body
Writing is the product of utilizing higher-order thinking processes in the creation of a physical manifestation of concepts, ideas, thoughts, and language (Merriam-Webster).

# data[].attributes.body
Vocabulary is “the knowledge [of] words, including their structure, use, meanings, and links to other words” (Victoria Department of Education, 2021).

# data[].attributes.body
Comprehension is the concept of processing and understanding what is being communicated through text (Liou, 2021).

# data[].attributes.body
Comprehension is one of the most necessary aspects of understanding a language and, therefore, literature. Ignoring the fact that even the most menial of tasks require basic comprehension to be completed, literature requires students possess comprehension skills that can correctly interpret indirect meaning. For example, metaphors require comprehension of not only the words themselves, but of their intended meaning within the context of the literary device. Further, students are unable to relate to text if they are unable to comprehend its meaning.

# data[].attributes.headline
Connections to Social Justice and Equality

# data[].attributes.subject
Connections to Social Justice and Equality

# data[].attributes.body
Part of being an informed linguist and an effective educator is acknowledging the complex nature of practical language. The English language, and its American way of instruction, is determined largely by white westerners, but is fed to an ethnically and culturally diverse populous. Given this, it is important to understand that comprehension will always be processed in the context of individual students’ lived experiences.

# data[].attributes.body
“The ability to read a text accurately, quickly, and with expression” (Reading Rocket, 2023).

# data[].attributes.body
“The ability to recognize and manipulate the spoken parts of sentences and words” (Phonological and Phonemic Awareness: Introduction, 2023).

# data[].attributes.body
“Oral language is the system through which we use spoken words to express knowledge, ideas, and feelings” (Audet, 2015).

# data[].attributes.body
Oral language is used in nearly every capacity of ELA instruction, though namely in communication of ideas/concepts and discussion of said ideas/concepts.

# data[].attributes.body
In ELA, the term “vocabulary,” beyond its explicit definition, is often used in reference to words students are unfamiliar with, specifically. I have both learned and taught in classrooms where students have been either instructed on or asked to identify more difficult or unfamiliar words in literature they are studying from. Vocabulary will likely be considered within this context by my future students, which is important and necessary. Beyond this, students’ specific vocabulary is unique to them as an individual and would benefit from constant exposure to new words through interaction with other students, instructors, or literature.

# data[].attributes.body
As the focus of ELA is language, fluency is a very important factor. Being able to read and speak fluently is the easiest way to communicate and receive information, as it is clear and direct. For example, when reading a novel, if a student is not fluent in the language it is written in, they will most likely have difficulty interpreting direct and indirect meaning of words, phrases, etc. While fluency is important, I think it is important that it is not equated to a requirement able to be judged upon, as it does not indicate intelligence level.

# data[].attributes.body
Again, phonological awareness is crucial in nearly every regard, as it is embedded in reading, writing, and speaking. An example of its usage in an ELA setting would be in identifying features of language such as alliteration and consonance, syllable structure, etc.

# data[].attributes.headline
Connections to Social Justice and Equity

# data[].attributes.subject
Connections to Social Justice and Equity

# data[].attributes.body
One major way that oral language instruction must be equitable is in ESL accommodation. While all students have to be instructed in oral language, ESL students may have more difficulty in executing or understanding certain features of oral language, and for longer periods of time than students who grew up in English-speaking households. Proper accommodations should be determined on a student-by-student basis, though general consideration of ESL students’ potential hurdles should be woven within the structure of any ELA educator’s instruction.

# data[].attributes.body
Liou, Karen. (2021). “Reading Comprehension.” San José State University Writing Center

# data[].attributes.headline
Connections to Social Justice and Equity

# data[].attributes.subject
Connections to Social Justice and Equity

# data[].attributes.body
Much like with oral language, ESL students will inherently be at a disadvantage when it comes to things such as vowel pronunciation or even in identifying the syllables in a word. Students who struggle with these features must never be made to feel less intelligent and must never be viewed as such either; rather, it is the duty of the educator, no matter at what age, to assist students in their language comprehension and to ensure the standards set are attainable and reasonable.

# data[].attributes.body
Alrubail, R. (2016, July 7). Equity for English-language learners. Edutopia. https://www.edutopia.org/blog/equity-for-english-language-learners-rusul-alrubail

Audet, L. (2019, July 30). What is oral language?. Heinemann Blog. https://blog.heinemann.com/what-is-oral-language?hs_amp=true

# data[].attributes.body
Phonological and phonemic awareness: Introduction. Reading Rockets. (n.d.). https://www.readingrockets.org/reading-101/reading-101-learning-modules/course-modules/phonological-and-phonemic-awareness

# data[].attributes.headline
Connections to Social Justice and Equity

# data[].attributes.subject
Connections to Social Justice and Equity

# data[].attributes.body
Fluency is often, incorrectly, attributed to intelligence level. This is incredibly prevalent in the education field, with both those in it (students and teachers alike) and those dictating it perpetuating this idea. Of course, it would be beneficial to every student if fluency was easily attainable, though it should not be made a requirement of students. Instead, class time should be geared towards uplifting students and their interests, while simultaneously providing them with tools and content to stimulate learning and development. Even though language arts is often referred to as “English” in America, we must consider that the subject should maintain some separation from English as a language.

# data[].attributes.headline
Connection to Social Justice and Equality

# data[].attributes.subject
Connection to Social Justice and Equality

# data[].attributes.body
What is considered vocabulary is usually informed by standard and average grade-level reading comprehension; however, for ELL students words that are considered commonplace or “easy” may be more notable and a source of struggle. Because of this, it is necessary to remove any bias towards what is too “easy” or a word for a certain age range. Instead, educators must assess individual students to determine their specific comprehension levels, and thusly what vocabulary will be most notable.