English Language Learners : How Scaffolding Helps

830 WordsJun 6, 20154 Pages
Review of Marcelle A. Siegel, Deepika Menon, Somnath Sinha, Nattida Promyod, Chathy Wissehr, and Kristy L. Halverson’s “Equitable Written Assessments for English Language Learners: How Scaffolding Helps.” Siegel, M., Menon, D., Sinha, S., Promyod, N., Wissehr, C., & Halverson, K. (2014). Equitable Written Assessments for English Language Learners: How Scaffolding Helps. J Sci Teacher Educ Journal of Science Teacher Education, 681-708. In the article Equitable Written Assessments for English Language Learners: How Scaffolding Helps, the researchers investigated the effects of scaffolding on classroom written assessments for English language learners (ELL) and native English speakers (NES). Current classroom assessments and standardized tests are not equitable for all groups of students, thus this “small scale study attempts to tease these complex links between language and content out by examining assessments that were designed for ELL’s in middle school life science” (Siegel et al., 2014). This study was comprised of six students from two middle schools in the United States, with two female students and four male students. Three of the students were Latina of ELLs and three were NESs, all students were chosen based on teacher recommendations and advanced identification. Siegel et. al begin the article by detailing some of the barriers that middle school educators and ELLs face as they interact and attempt to make modified assessments. One obstacle that is presented is
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