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Review of the no child left behind act
Assessment strategies in language learning
Review of the no child left behind act
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Who Are English Language Learner Students? The No Child Left Behind (NCLB) uses the acronym Limited English Proficient (LEP) and labels an English-Language Learner (ELL) as an individual who “is between the ages of 3 to 21 years, has enrolled or is preparing to enroll in elementary or secondary school, was not born in the United State or English is not the native language, comes from a background in which the English language has had a considerable impact on an individual’s English Language Proficiency, comes from an environment where English is not the individuals primary language and has had prior or previous difficulties in speaking, writing, reading, or understanding the English language that has denied the individual the ability to meet the state’s proficient level of achievement of the English language” (Wolf, 2008, p. 2). English-Language Learners are not considered to be a homogenous group; rather, they are a heterogeneous group. According to Merriam-Webster’s Online Dictionary (2011), homogenous is defined as “of the same or a similar kind or nature” and Heterogeneous is defined as “made up of parts that are different”. English-Language Learner’s are considered to be derived from heterogeneous groups because they come from diverse cultural and linguistic backgrounds and have varying prior academic backgrounds and levels of language proficiency. A language other than English is used as the primary language in their teaching. The acronym ESL refers to students being taught in English only. Teachers of English-Language Learner’s use many literacy strategies when teaching their students, these include the following, but are not limited too: building vocabulary and background knowledge, using visual aids to scaffold learning,... ... middle of paper ... .... Learning nonfiction in an ESL class: the interaction of situated practice and teacher scaffolding in a genre study. The Reading Teacher, 62, 580-589. Rothenberg, C., & Fisher, D. (2007). Teaching English language learners: A different approach. New York: Pearson. Silverman, R. D. (2007). Vocabulary development of English-language and English-only learners in kindergarten. The Elementary School Journal, 107, 365-383. Teale, W. H. (2009). Students learning English and their literacy instruction in urban schools. The Reading Teacher, 62, 699-703. Wolf, M. K., Kao, J., Herman, J., Bachman, L. F., Bailey, A., Bachman, P. L., et al. (2008). Issues in assessing English language learners: English language proficiency measures and accommodation uses. National Center for Research on Evaluation, Standards, and Student Testing, 731, 1-35.
“Let Them Talk!” written by Wayne E. Wright is an article that focuses on the idea of promoting English Language Learners (ELL) oral-language skills in the classroom instruction time to improve their literacy and academic achievement. Too often are an ELL’s speaking and listening skills overlooked and not given enough attention to, even though it is one of the most important parts of communication. Wright encourages teachers working with ELL students to allow time for the student to adjust, not to pressure them into their language development, respect their various stages, bring them into whole class and small group discussions, correct simple language errors in speaking that impeded comprehension, and have them interact and communicate in the classroom for meaningful purposes.
Teachers who work with English Language Learners know that academic language takes longer to achieve proficiency in than does conversational language. On average, ELL students need at least two years to achieve conversational language and, five to nine years to develop academic language proficiency. Many English words ELL students are exposed to in school, they have not yet learned or even heard in their first language, which makes transference of knowledge impossible. The vast differences in the ability to use conversational versus academic language can be a hindrance to these students and have lasting effects on their academics and therefore, their lives.
..., K., Milczarski, E., & Raby, C. (2011). The Assessment of English Language Learners with Learning Disabilities: Issues, Concerns, and Implications. Education, 131(4), 732-739.
Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective Instruction for English . Future Of Children, 21(1), 103-127.
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;
Because America is such a diverse country, public schools are faced with the challenge of providing students from all over the world with a quality education. As Chen points out “public schools have embraced the linguistic challenge presented by immigrant students” (¶1). Then, No Child Left Behind law was approved, and it required every public school should have an English Secondary Language (ESL) program that will provide the “academic support” for English Language Learners (ELLs). ELL parents are happy that their children are getting education help from the school, but it has raised the question of how successful are the ESL programs? Do ESL programs provide enough “academic support” to all ELL students? Do ESL programs have enough tools to help students learn English? Some ELL parents complain that ESL programs do not help their child learn English. A successful ESL program is not based solely on the test scores, but also the ability to connect parents, teachers, and students together to strengthen tools that will help ELL students to learn a new language in reading, writing, and speaking.
During the first day of ESL academy, I realized the inadequacy of my knowledge concerning the needs of ELL students and how woefully lacking my instruction had been for former students whose first language was not English. Partici...
English Language Learners range from Newcomers learning survival English and developing foundational literacy skills to Long-Term English Learners who have had 6 years or more of their education in English yet continue have significant language gaps. These students may speak English with little or no accent and still lack the vocabulary, grammar and grade level literacy to be successful in school. English language learners may remain silent in the classroom as they adjust to a new school, environment, and culture unless he is a native language comrade to interact with. The English language learners are concerned about decoding verbal and non- verbal communication as well as understanding the social culture framework of the school. Most of the time English language learners are observing during instruction, trying to repeat words used by others, memorizing simple phrases and sentences, tired by midday or be frustrated attending long lectures unaccompanied by visual and gestures, relying on first language translation used peer translation or bilingual dictionary, as the students begin to learner they become more involved in the classroom, they can respond non-verbally to commands, statements, and questions in simple form. As their oral comprehension increases, they begin to use simple word and phrases and may use English spontaneously. They can understand short conversation on a simple topic when reading students can understand a narrative text and authentic materials, although they will be below
Tchudi, Susan J, and Stephen Tchudi. The English Language Arts Handbook: Classroom Strategies for Teachers. Portsmouth, NH: Boynton/Cook, 1999. Print.
After viewing the panel discussion about how our local school districts have implemented English Language Learning in their school, I am very intrigued. From what I gathered the field of ELL is a growing industry in education, especially in Colorado Springs. We have ELL’s students coming from all over the world. Here in Colorado Springs alone, school districts have to accommodate for over fifty different languages spoken by ELL’s. I can only imagine the challenge that comes with such a diverse group of non- English speakers in our community schools.
English language learners are at different levels of proficiency. Listening, reading, verbal, and writing skills of ELLs will require a variety of instructional levels to meet their varied needs. Understanding the knowledge, skills, and abilities of the learners, will enable the teacher to develop lesson plans that meet and challenge the skill levels of each student. Writing is one of the most productive activities for ELLs (Saville-Troike, 2012). Writing is a common method for testing knowledge and is used frequently for academic
Many researchers like Krashen (1985), Harmer (2007), and Turnbull (2001) emphasise that in most EFL (English as a foreign language) environment, a teacher’s English proficiency ...
For English Language Learners, the ability to read at or above grade level is one of the biggest metrics of success in their education. However, many of these students lack the level of formal education that other students may have and they continue to lose time as they move through the immigration process, which can take years. That problem, combined with all of the struggles surrounding language acquisition, makes it difficult for most ELL students to exceed past a middle school reading level. This problem is made worse by Arizona’s lack of consistency in ELL placement. Arizona places ELLs into one of four categories – Pre-Emergent, Emergent, Basic or Intermediate – based on their scores on the Arizona English Language Learner Assessment.
Richards, J. C., Platt, J., & Plat, H. (2000). Longman Dictionary of Language Teaching and Applied linguistics. Beijing: Foreign Language Teaching and Research Press.
Syrja, R. C (2011). How to reach and teach English language learners: Practical strategies to ensure success. San Francisco: Jossey-Bass.