ell proficiency standards essay

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    Aligning ELL Proficiency Standards Amber Castro Grand Canyon University: ESL 433N: Advanced Methodologies of Structured English Immersion March 30, 2014 English Language Proficiency Standards Arizona English Language Arts Standards Stage II Language Strand Standard 1: The student will identify and apply conventions of standard English in his or her communications. HI-2: explaining differences between common and proper nouns in context (singular and plural). 1. Demonstrate command

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    concentrates on collaboration between a foreign language teacher and ELL colleagues, there are some questions I want to address, as our teacher helped me to consider: What are limitations, options, and considerations for ELL’s students who are learning a new language in a language minority context as opposed to world language students who may be learning in a language majority context? How World Language standards can be combined with WIDA standards to create a better collaboration among English as a Second

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    The fastest growing subgroup in the nation are English Language Learners (ELLs). Over a period of 10 years, from 1995 to 2005, ELL students grew over 60% (Wolf, Herman, Bachman, Bailey, & Griffin, 2008). Since 1980, the number of residents aged five years and older that speak a language other than English at home has more than doubled. Fewer than half of these residents are proficient in English. Utah is showing similar trends in population as it is growing more ethnically and racially diverse

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    English Language Learner are students who are still developing proficiency in English. They represent one in nine students in U.S. classrooms from pre-kindergarten through grade 12. As I researched the testing of English Language Learners, I came across many key points they will help me as well as my cohorts in assessing these students and to better understand their educational necessities. The most critical point is that the various assessments for English Language Learners must be valid and fair

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    As the population of English Language Learners , otherwise known as ELLs, has been increasing over the past few decades, so has their disproportionate representation in special education. Too many of our ELLs are often disproportionately placed in special education programs, which may be considered a challenge faced by both general and special educators. But what about the underrepresentation of ELLs in the gifted and talented programs? It seems as though general educators struggle to provide these

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    New York State’s Blueprint for English Language Learners’ (ELLS) Success The number of English Language Learners (ELLs) is growing in schools in the United States of America (Thomas & Collier, 2001). The United States had about 11 million school-aged children of immigrants in 2005. This was more or less one-fifth of the school-aged population (Rong & Preissle, 2008). Belonging to immigrant families and born outside or inside United States of America, these children are from different racial, ethnic

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    students with limited proficiency in the English language need to be successful. The TEC states that all English language learners will be provided with the opportunity to participate in a bilingual or ESL education. In these programs, they will be taught though instructional approaches that were specially created for the unique needs of English language learners. A school district is required to provide bilingual education if and when there are at least twenty or more ELL students within the same

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    group of students with different languages, backgrounds, needs, and goals. Some ELL students have only come to the United States and speak no English and have a family that also speak no English, while some students might live in a home where only English is spoken. Based on the ELL student’s background, learning style and other factors, the way they take in information differs. Most general knowledge teachers only provide ELL students with the basic requirements to gain academic success in the Early

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    Chapter 4 Summary

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    Chapter 4 discusses the importance of differentiating between the language and the content of mathematics, science, and social studies in order for ELLs to gain both academic language proficiency and academic achievement. The author raises an awareness of some of the difficulties which are included in the process of developing academic language of these three content subjects. Gottlieb (2006) claims that “It is a myth that mathematics is a universal language”; he explains that mathematical symbols

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    Online Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs) is a secure large-scale English language proficiency assessment given to 1st through 12th graders who have been identified as English learners (Colorado Department of Education, 2018). ACCESS is a summative assessment that is administered annually to monitor ELLs’ progress in acquiring English in the four domains of English (i.e., reading, writing, speaking, and listening). Like

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