The Five Peer-Reviewed Articles, In This Paper, Investigate

The No Child Left Behind Act requires English language learners (ELL) to be held to the same academic standards as English speaking students. Schools must provide specialized instruction that enable students to receive meaning education. Federal mandates attempt to create educational opportunities that help ELL students in reaching their full potential. To ensure equal access to an education is achieved, states are required to assess students with tools aligned with state content standards. The results from the

As a result of testing accountability, teachers have changed the shift in their classrooms and focus on teaching to the test. Many criticize that the tests that are administered do not allow for thoughtful or deliberate thinking. Multiple choice questions, condensed reading passages, add to the inauthenticity of the test and can impede the ability of students. Studies have also show that test taking has a negative impact on student achievement in reading, writing, and mathematics. ELL students are still developing their English language skills while learning new content. It is unfair to have the expectations that these ELL students are being held accountable with the same standards as their native-English-speaking peers. ELL students need to have the necessary background knowledge, English language and academic language knowledge to successfully understand test

YOUR TASK 7: You will set some evaluation criteria to assess students’ learning outcomes. Guidelines for the assessment of English language learners will help you establish your criteria for assessment. The final document will be set on the e-learn of the university. Each student can look at it and start sharing

There can be several different reasons why an English Language Learner can have troubles comprehending the English language. Poverty can play a huge role when in explaining why many English language learners have the troubles in mastering the English language. The State testing has varied throughout the years, along with the degrees of assessments and progress. Teachers also need constructive feedback to properly assess their own progress. The increase prescription of ADHD medication can also be a factor. Programs like SLADI in effect that pulls ELL’s from mainstream classrooms to focus on advanced grammatical structures of the English language; all in which, have been unsuccessful in aiding the student to acquire mastery within the English language domains of reading and writing. Comparing a personal experience I had dealt with wasted school year time, regarding an ELL student, involves a teacher being out of touch with her student and giving inappropriate leveled work. All of these issues work hand in hand. The ultimate goal is to teach literacy and to reach proficiency within the English language.

Haas, E., & Huang, M. (2010). Where do English language learner students go to school? Student distribution by language proficiency in Arizona. (REL Technical Brief, REL 2010–No. 015).

These standarized tests were not created to measure students’language proficiency .With the No child Left Behind Act(NCLB), states have to use standarized testing to measure students’ adequate yearly progress(AYP). According to Paige , one of the proponents of the NCLB, standardized tests deliver a valid and reliable means of measuring student learning, and this method expands on teacher-made assessments(Hulsh 2005). Test results alone should not be reliable and valid to measure students’learning. Acombination of assessments and projects can be more reliable and valid to show students’ yearly progress. Because English learners students lack the language proficiency to read and comprehend the questions, the results shoould be considered worthless. The invalid results don’t speak to the students’abilities. Fry mentioned that 46% of 4th grade students in the English language learner (ELL) category scored “below basic” in mathematics in 2005 and that that about 51% of 8th grade ELL students are behind whites in reading and math (Fry 2007). It is nearly impossible for half of ELL to receive a low score in the test. These numbers don’t always mean that the students don’t know the answer, but maybe the numers tell us that the english learners lack the reading comprehension needed to unsderstand the questions. According to Haladyna, students stop taking the test or mark answers aimlessly not because they didn’t learn but because they can not read and nonresponse and omitted responses are more prevalent with English language learners (Haladyna, 2006). When taking the math test, students migh know the answers , but can interpret the question wrong therefore giving a wrong answer.

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.

Sullivan (2011), reports that numbers have fluctuated between states with some reporting from zero to 17.3% and the average falling within 9% (Sullivan, 2011). Huang, Clarke, Milczarski, & Raby Huang (2011), indicate that since the 1980’s, the number of ELL students has doubled with more than 8% in the PreK-12 grades (Huang, et al., 2011). As such, the influx of students has also increased the need for not only new, but experienced teachers to provide language assistance as they acquire English. One reason for this need is that ELL students have the additional pressure of learning English and the content simultaneously and require experienced teachers. When these students begin to struggle, they are left with little resources and wind up being tracked for special education services. According to Stein (2011), there are many complex factors that place so many ELL students in special education services and one of the main ones is the characteristics of second language learning and its false assumption that a learning disability is present (Stein, 2011). According to Hall (2014), when students enter classrooms speaking very little English and the teacher is unable to communicate with them in their native language, ELLs can feel alienated and/or become easily frustrated (Hall, Quinn, Gollnick, 2014). Huang, et al. (2011), states that when

Being as equally as important as math, English was also the primary focus of Common Core, particularly the English Language Development curriculum. A new program was made that affected English language learners significantly. Those new to our country and do not speak English need to learn English in order to pass school, however learning a new language is not easy and cannot be rushed. A standard language course in high school takes four years in order to hopefully become fluent, however after one year, English language learners are expected to take their first English standardized test. Over a two-week period, they are given a series of standardized tests for reading, writing, listening, and speaking. In addition, teaching conversational English

Quantitive and qualitative studies in research are an important aspect of the nursing profession. Researching and reviewing quantitive and qualitative articles is a process of systematic examination of materials to enhance, validate and learn new knowledge (Schmidt and Brown, 2012, p. 67). As Schmidt and Brown (2012) state, quantitive research design is used to predict relationships and explain relationships and causality whereas qualitative research design gives meaning to events of phenomenon’s (p.72). The purpose of this paper is to identify and

As a certified English as a Second Language (ESL) teacher, the English Language Learner (ELL) population is very near and dear to my heart. According to Barr, Eslami, & Joshi (2012), the ELL population is the fastest growing demographic in the U.S with most incoming students arriving from Asia/Pacific Islands and Hispanic regions. Both of these populations are expected to continue to increase in the future. Over two-thirds of this population over the age of 5 speak a second language at home. According to the 2013-2014 Texas Academic Performance Report (TAPR) there were 67 ELL enrolled on our campus, which is 3.6 percent of the total population of 1,851 students. Although this year our ELL population is lower than usual in future years are numbers are expected to grow exponential due to the rapid growth currently happening in our community. According to the Texas Education Agency (TEA), ELL students continue to have low achievement levels when compared to their native speaking peers. Data shows that as students get older, their success rates are lower and lower with over half not reaching mastery at the high school levels. Our campus is not different. The TAPR report shows that only 57% of our ELL population scored satisfactory on the end of year STAAR exam, which is almost 10% lower than the state average of 76% passing and 35% lower than the campus average of 92% passing. Due to these deficits, it is imperative to develop and plan of action that will help to bridge

Many have been failing more and more each year. Going on another tandem, students who are taking ESL classes are taking English tests before they can comprehend what they are reading (Walker). As well as, special ED students are taking the same tests as other students, taking away from their IEP (Walker). Even the teachers are losing this battle too. They are pressured to teach to the test “declining high-order thinking, and reducing the time to teach” (Walker). A high negative effect to this, is that schools lose funding if the tests are not exemplary, which again, raises the stress of teachers and students (Kohn). Asides from the students and teacher’s effects, the measurement and objectivity of the tests are

Of all student populations (aside from participants in Special Education programs), English Language Learners (ELLs) face the most academic challenges—especially on standardized evaluations emphasizing

Research suggests that ELs’ score on summative academic content assessments in English are not always representative of these students’ content skills and knowledge (p. 173).

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.