racie Allen of the comedy team of Burns and Allen was once asked how one should speak French. She replied, “Well, you speak it the same way you speak English; you just use different words.” When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation, building background, and comprehensible input, we can indeed teach our future English language learners all the right moves with all the right words. One of the first challenges that ELL instructors must come to terms with is the identification and assessment of their students’ learning capabilities in their classroom. Traditional identification instruments designed for English speakers may not be valid with English language learners. Identification of English language learners with special needs should include consideration of several factors, such as family history, developmental and health history, first language and literacy development, previous schooling, and the learners' current academic ability, just to name a few. Learning in any language is affected by learning disabilities, but second language learners with special needs present additional educational challenges. According to the British Columbia Ministry of Education, Skills, and Training (Fowler & Hooper, 1998), instructors of English language learners with special needs should consider the cultural, developmental, and first language background of the learner. They should also do the following: (1.) Provide a highly structured learning environment; (2.) Focus on contextual learning; Build on learners' prior knowledge; (4.) Provide constant review; (5.) Simplify language; (6.) Build other skills while developing English. The use of standardized testing to identify and assess the progress of English language learners with special needs is problematic. Normally designed for native English speakers, many assessment instruments do not reliably assess speakers of other languages because they ignore differences among linguistic and cultural groups (Schwarz & Burt, 1995). Assessment of English language learners with special needs should... ... middle of paper ... ...e into consideration the characteristics of young English language learners and their language development, the learning conditions that are most effective for these learners, and the kinds of instruction that best meet their needs. Bibliography De Houwer, A. Two or more languages in early childhood: Some general points and practical recommendations (ERIC Digest). Washington, DC: ERIC Clearinghouse on Languages and Linguistics. (1999) Echevarria, J. Teaching language minority students in elementary schools (Research Brief No. 1). Santa Cruz, CA, and Washington, DC: Center for Research on Education, Diversity & Excellence. (2003) Fowler, J., & Hooper, H.R. ESL Learners with Special Needs in British Columbia: Identification, Assessment and Programming. British Columbia: The British Columbia Ministry for Education, Skills, and Training. (1998) Peterson, J. Michael and Hittie, Marie Michael. Inclusive Teaching : Creating Effective Schools for All Learners. Pearson Publishing. (2003) Schwarz, R., & Burt, M. ESL Instruction for Learning Disabled Adults. ERIC Digest. Washington, DC: National Center for ESL Literacy Education. (EDRS No. ED 379 966) (1995)
Much research was completed for the making of this article. It was found that ELL’s need time to develop oral English proficiency, teachers need to use ongoing authentic formative assessments throughout the year due to
The most important is the student’s instructional level or Zone of Proximal Development. There is a fine line between independent, instructional, and frustration level. Lessons should be differentiated so that all students are challenged. To meet the needs of all students, it may be necessary to collaborate with the special education teachers and the ESOL teachers. Teachers should be facilitators of student learning.
The purpose of this study is to figure out which ways experienced teachers work best with culturally and linguistically diverse students. This study illustrates which strategies experienced teachers have found to work best. The diversity in school in the United States has increased each year. This means that there are an increasing amount of students who are learning English, English language learners (ELLs). This article comes from the perspective that each child should be taught to their specific needs. All students deserve a fair chance to learn. Fair means that every student is treated differently, not equally. Every student learns differently. In order to give every student a fair chance at learning, you must teach them according to their needs. An experienced teacher, Tiffany, describes her experiences working with culturally and linguistically diverse students. This study watches her methods and discusses what works based on data analysis of the success of her students.
Flynn, K. & Hill, J. (2005). English language learners: A growing population. Mid-Research For Education And Learning, 1-11.
Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching Students with Special Needs in
Every year, the number of immigrants in the U.S. has grown “significantly.” Chen predicts that by the year of 2020, public schools will have at least 50 percent of students that are non-English speakers (¶5). This shows that it is important that public schools have a successful ESL program. The purpose of ESL programs is “to enhance” ESL students learning, to help students’ “emotional well-being”, and to accelerate students’ ability to learn the new language. According to Chen, some district schools have failed to support ESL students’ learning. For example, Chen stated that “...[some] school districts [have been] accused of not meeting t...
Current educational policy and practice asserts that increased standardized student testing is the key to improving student learning and is the most appropriate means for holding individual schools and teachers accountable for student learning. Instead, it has become a tool solely for summarizing what students have learned and for ranking students and schools. The problem is standardized tests cannot provide the information about student achievement that teachers and students need day-to-day. Classroom assessment can provide this kind of information.
To simplify, it is primarily evident that the feminist theory of gender stratification are the social inequalities that exist between men and women. They are unable to access equal amounts of privilege and authority because of their gender.
...n language and the development of literacy. International Journal of Bilingual Education and Bilingualism, 13(2), 175-186. doi: 10.1080/13670050903474085
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
English language learners in the classroom and how to teach them effectively, with good will, and in their best interests is a highly-contested subject. Civil Right Laws and the Fourteenth Amendment are supposed to guarantee that all students have an equal opportunity to receive a good education however because of how the classification process for ELL students in school systems work this has become an area of contention (Wright, n.d.). There have been a vast amount of court cases and legislative decisions that surround this topic. This paper will look at the background of how ELL students have been classified, legal issues that were caused by these classifications, and how the ELL student have
Becoming a Language Teacher is a valuable tool, which provides a practical guide to the skills and knowledge needed by teachers to address the diverse needs of language learners. Today, mainstream classroom teachers work with learners with a diverse range of backgrounds and therefore teachers face multiple challenges; they need to teach content-area curriculum while at the same time supporting students ' language development. Thus, what makes the second edition of the book stands out is that it addresses both the academic and language needs of language learners, and it supports novice language teachers at the beginning of their teaching careers. Its goal is to help teachers become creative, competent, supportive and up-to date language teachers
An effective teacher scaffolds instruction to procure a fruitful learning experience for all students. Therefore, teachers of language learners must implement strategies that address the language disadvantages of those students. “English language learners have special needs that must be met with pinpointed strategies that target language so they can understand the content being taught” (Hansen, 2006). The strategies presented on the video promoted language and content acquisition. Teachers utilize their knowledge of language development and the students’ level of language to create engaging activities that met content and language needs. To make good choices in the way they plan instruction, interact verbally, correct mistakes, and assess English language learners, teachers must understand how language is acquired” (Herrell & Jordan, 2009).
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
‘The main purpose of schooling is learning and development, and this should be supported by appropriate assessment. Assessment is undertaken to provide information about students’ learning and/or their attitudes to learning and doing mathematics’ (AAMT 2008 as cited in Reys, R, ‘et al’ 2012). Assessment of students mathematical learning can happen in various forms, traditionally with tests done at the end of a topic to link a student’s learning which can also be known as summative assessment, to new activities and quizzes known as formative assessment. Both of these forms of assessment are used in the classroom and each has their own purpose in a student’s learning progress.