English Language Learners For My Assessment

As our nation shifts towards a more culturally diverse population both educators and families have to find a common ground to ensure that English Language Learners are academically successful. All stakeholders must carefully consider the social cultural impact on an ELL education. The process of raising bilingual learners take more than a language a school and a language learned at home. The transition must have a purpose and a goal.

The English language is particularly complex in almost all aspects. Many of the words in the English language have different meanings for the same word. This is not unlike the definition of the different levels of usage. McCrimmon defines the three levels, formal, moderate, and colloquial, by their sentence structure, diction, and tone (McCrimmon 193). ¹ Using McCrimmon’s definitions, authors can determine what type of writing is applicable to each of the three levels. For the formal writings, an adequate example of where readers can find it is in a professional journal, and an appropriate place to find an example of the moderate level is in a weekly news magazine. Also, the best place to look for an example of the colloquial level is in certain sections of the newspaper. All of the levels of usage apply to these different types of writings and assist in defining what each level involves.

Also, since objective testing cannot measure understanding and application on real-life situations, all assessments will be take-home, essay type with a rubric that teachers will provide while they explain about the homework assignment after the lecture (Woolfolk, 2015, p. 579). This is for easing students’ anxiety on assessment, especially since ELL students have language issues and the content of this seminar can be seen as harder for them than what they have experienced in any other regular ELL classes. Furthermore, the assessment on the mock conference will be considered as a performance assessment that requires students to lead the activity and produce outcomes that demonstrate their understanding on the material (p.

The situation amongst ELLs and literacy instruction, including assessment practices, is confusing for many teachers; therefore there is still much exploration left in terms of the best practices for the instruction and assessment of ELLs (Ebe, 2010).

The instructional setting is two eighth grade classrooms with class sizes of 28 and 32 students. Of the 60 students, ten are Hispanic, four are Asian, and one is African-American. All ten Hispanic students are bilingual with overall California English Language Development Test (CELDT) classifications of: one student intermediate, three early advanced, and one advanced. The remaining five Hispanic students have been reclassified to English proficient and do not require EL support. Four students are foster youth. Nine students receive special education support.

When it comes to teaching English Language Learners, math is often an under researched topic because it is thought to be a language of numbers (Janzen, 2008). A misconception that many educators share is that because math uses symbols it is not associated with language or culture (Bresser, Melanese &Sphar, 2009). Not all English Language Learners are the same, and often times ELLs enter a new classroom that requires proficiency on both mathematical and linguistic levels. ELLs come in with different levels of schooling, some come from a situation where they have been attending school regularly, so the transition is not as hard as it is for the students who really have not attended school on a regular

The class is a mainstreamed first grade co-teach class of 34 students and two teachers. There are 16 females and 18 males that included 12 active English Language Learners (ELLs) (5 females, 7 males) and five Level 5 (proficient) students. The 12 ELL students represent five languages—Spanish (7), Chinese (1), Chin Burmese (1), and Arabic (2), Brazilian Portuguese (1). Eight of the twelve students tested at Level 1 on the WIDA language proficiency scale.

The immigrant poupulation in the United States is rapidly growing . Every year numerous immigrants cross the border to pursuit the “American dream”. Many come to escape their country’s violence, others come to seek better job opportunities, and the list just goes on. They all have one thing in common which is to get want a better life. A better life for them and their family. August & Shanahan remark that English Learners make up more than 10% of the school-age population and the number just grows(cited on Alt et al, 2013). Like non english learners students , english learners are required to take all of the standarized tests in school if they have been here for at least 12 months. How can a student be ready to take a standarized test after

Not only is the test giving in both the students native language and english It is also takes into account cultural and linguistic issues that can come up in standardized testing.

Did you know that 92 percent of all English students end up passing the class, but that only 84 percent of choir students pass English class? In elementary school, I was able to write and read efficiently. However, my comprehension of what as I read as I got older was not as good as it could have been. I was able to read books and understand the main points, but often I would forget little details. My past few years in English have been successful and I have been able to achieve many of the goals I have set for myself as an English student. In this paper, I will address my strengths, my weaknesses, what I enjoy the most, and how I learn the best. I have some strengths and weaknesses and ways I learn the best doing hands-on learning and activities. My strengths in English are writing papers and doing hands-on stuff. My weaknesses are comprehending things and doing bookwork.

My placement is in two sixth-grade classes, math and social studies. In my current 6th grade math placement, I am not seeing any differentiation of instruction or assessment based on their language proficiency levels. As I was discussing this assignment with my teacher, it was very difficult for her to give me any of this information. She had to look on the computer to find out who was an ELL and how many ELL students she had, as well as the number of IEP students she had. After realizing she did

I love the idea of pairing English Language Learners with other students in the classroom. However, I have witnessed this in the classroom and I will say that it wasn't the best pairing for either student. The reason I feel this way is because of the personality conflicts. The native English speaking student would become very abrasive with his ELL because she was not listening to him. When I would remind him to slow down and explain to her what he was saying and the reason he wanted to do it his way, he would get aggravated. I feel when pairing ELL students we as teachers have to be mindful of both individuals personalities. It is my opinion that ELL's need to be partnered with a strong reader who is thoughtful and patient. A student who is

There are not many advantages for English language learners whereas standardized testing is concerned. Teachers will have to create individualized ways in monitoring students’ progress to gain true assessment results.

English is an international language which is used officially all around the world. Anybody who wants to make connections with the world we live in should learn English. I had English language classes in my secondary and high school years. I also took some private English learning courses throughout summers in my country, Turkey. However, I could not improve my English effectively as all Turkish students in Turkey. I fully agree that English will be learned most efficiently in the boundaries of an English-speaking country not in the home country because of some cases. Therefore, I came here, USA, to learn English better after graduation from my university.

In contemporary society the Standard variety of English is the most commonly used as it is respected and associated with a higher prestige. Its usage is also advocated by prescriptivists who believe that it is the ‘correct’ and only variety that should be used. Standard English is usually seen in formal settings, where its usage is necessary for official and public purposes. However, contextual factors play a vital role in determining the most appropriate variety to be used, which is supported by the Principle of Appropriateness. Certain contexts where a non-standard variety is necessary are in social media settings and in communities of different ethnicities, where they are undeniably required to create solidarity between speakers.