English Proficiency Standards

English language learners (ELL) are one of the fastest growing classifications of students attending schools in the United States today. They represent a diverse group of students typically coming from homes or backgrounds where English is not the primary language spoken. Additionally, ELL students experience difficulties communicating or learning academic instruction in English.

The fact that ELL student’s are given the exact same educational services provided to native English speaker, seem to be very unfair for the ELL student’s and instead of helping the ELL students to succeed academically we are preventing them from succeeding in their classes. When I was reading this section I couldn’t stop thinking about the video that we saw in class, the student was very smart but the fact that he couldn’t understand the material being taught, this was preventing him from showing how brilliant and smart he is. Just imagine how many brilliant ELL students can’t succeed in class because they don’t understand the language of the instruction.

English learners are currently the fastest developing student population in schools today. This makes it extremely important to provide these students with the programs and services they deserve. Providing a strong education for ELL students is what I personally believe to be an asset in America’s future. Today there are many challenges I believe teachers and students face when it comes to instruction and assessments.

• Test scores comparing ELL students and native speakers of English as well as number of ELL students identified as requiring special education services

Educators care more about if the student is learning English than academic training as a whole. This prevents ELL students from getting access to challenging academic materials or/and to academic preparation necessary for higher education. Ell students are enrolled into other

It is important to understand that the instruction of ELs is not only a matter at the school setting, but at the same time, it is an ongoing process that develops outside the school building. It is not only an inside the school venture, but most importantly, an outside the school. All educators must see themselves as equal stakeholders who must strive to positively influence the education of ELs in the classroom as well as outside of school (Fenner, 2014, p. 28). The PLCs may be a venue to organize partnerships between school and the community at large in order to provide better educational opportunities for ELs, such as enrichment activities that will enhance their language

The authors of the article explained how important it is to meet the needs of the students with limited English ability in the education system. One of the main point expresses about how frustrating it could be for these students, especially if they were never expose to this sort of environment or language before. Another point that was made in the article, explains how the educational system was not prepared for changes in this sort of population. In most cases, some of the curriculum that is being offered in school cannot be changed to accommodate English Limited Learners, also known as ELLs. Budget is also another issue, as schools are limited to hiring more ELL teachers.

Those who are currently teaching are required to take a course called Rethinking Equity and Teaching English Language Learners (RETELL) or Secondary English Language (SEI) course so they can be better prepared to teach the students of other primary languages. The data from the ELL students in the three districts are more dramatic than percentages of students with disabilities. Compared to Norwood and Brockton’s ELL student population, Monson only had 7 ELL students in their district in 2016. When comparing the ELA, math, and science scores for all three towns, Monson didn’t even have sufficient data to record. Norwood and Brockton however, had interesting data to compare. In ELA, Norwood scored higher than Brockton with a percentage of 41 and Brockton at 13 percent for students who performed with high proficiency. In math, Norwood had a 40 percent higher academic standing, whereas Brockton only had 15 percent. Both Monson and Brockton ELL students performed below the achievement gap goal with negative scores. Norwood, however, performed above the state level for all three subjects. There was no data found in the scoring of ELL students in Monson for MCAS scores. Out of the 5th grade ELL students in Norwood, who participated in the MCAS, 6 scored in above average, 31 percent scored in proficient, 50 percent scored needs improvement, and 13 percent scored as failing.

New York State adopted Common Core Learning Standards (CCLS) in 2011. The standards identified a set of clear expectations for students, teachers, and parents. This was accompanied by accountability and assessment mechanisms to ensure that the standards were achieved. The initiative was directed towards K-12 students and their level of understanding in English language arts and Mathematics. It was an outcome of changing dynamics and challenges in education that the New York State Education Department (NYSED) adopted Common Core Learning Standards (CCLS). While defining clear standards and outlining outcome expectations the purpose was to effectively prepare students for college and career readiness (Blueprint for English Language Learners (ELLS)

The United States has become a culturally diverse Nation due to the enormous of various ethnic and cultural groups that migrate to the country each day. As a result, patients and families with limited English proficiency (LEP) often are faced with multitude barriers that contribute to difficulty accessing healthcare services as well as understanding and adhering to the treatment plans/recommendations which ultimately place them at increased risk for poorer health outcomes and disparities. Eliminating these language barriers in healthcare services can be achieved by “providing awareness and mediation of cultural differences, current best practice for serving LEP populations in the health care system centers and on the use of qualified medical

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

How World Language standards can be combined with WIDA standards to create a better collaboration among English as a Second Language Teachers and Content Area Teachers to enhance ELL’s students learning?

The passage of the Every Student Succeeds Act (ESSA), which is the reauthorization of the Elementary and Secondary Education Act (ESEA), along with areas that are the same, it also brings some significant changes to requirements for English Learners (ELs). Below are the highlights:

In an effort to gain useable and positive feedback from English language learners, teachers must use ongoing assessments. Whereas standardized tests only give information on students during a certain part of the year, ongoing assessments will allow teachers to monitor students’ progress throughout the year. Informal assessments are very beneficial in monitoring the progress of students. One type of informal assessment is the use of role playing. During role playing, students are given opportunities to speak in English dealing with different situations. This assessment will let the teacher observe how well the student is comprehends the scenarios and how they respond to them. This type of assessment is effective because it allows students to put the English language into use increasing their English

Over the last 10 years the Caribbean Examinations Council has reported that in the English Language Examination which tests students competence in understanding and expression, there are increasing problems. Among these are the ‘low level of ability to differentiate between a descriptive essay and a story’, ‘fewer candidates showed an understanding of the requirements of a descriptive essay’ and ‘organisation was weak’ (CXC, 2014). Although the performance the year before was more favourable, again the report revealed the at there was a ‘serious issue of a lack of understanding of sentence structure’ and formatting. The report also revealed that there was a significant amount of ‘interference from the local