Both of the articles talked about assessment of English Language Learners. Those two writings emphasize the enormous and still growing number of ELLs students, and the necessity of a proper assessment (evaluation by using authentic assessment) of their prior literacy and their current learning. Moreover, both articles stated that many teachers are uneducated in teaching English Language Learners, but at the same time they are pushed by legislatures, as NCLB, to assess ELLs according to state and national standards. Both articles describe the English language learners’ diversity that occurs on various levels of live, such as socioeconomic or cultural and how the teacher cannot assume that the students that speak the same language will understand and experience the same reading a sample text.
Despite many similarities, the articles varied from each other. The article I found talked more about the statistics of ELLs, and the reality of the struggles the English Learners go though. For example, during the language proficiency test, many times one teacher is assign to test all ELLs, despite of both teachers and students L1, when the accent of a teacher might be confusing for the student. Other struggles come into being as some learners are unfamiliar with American testing methods, some read items literal or slowly, or some have a problem distinguish between similar sounding words, which makes the test unfair and not accurate. My article also reminds that different text structures appear in different language and about the difficulty it brings to the students that are trying to understand the text still learning English. That article also describes the learning ...
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...entic assessment asked on students’ realities from their lives should change the way of assessing and looking at the process of thinking instead of the product of the assessment.
Questions or wonders you still have after reading the article (at least 2):
I am thinking about how to educate all the teachers, so that more of them can be better prepared for ELLs in the classroom. I do not think many schools offer classes for elementary education programs that would focus on teaching and assessing ELLs (more than reading a chapter in the textbook about it), so that it could be applied in the real-world situation.
Moreover, I am wondering how a teacher can find so much time in order to research about the language of the given student to be able to accommodate his or her learning. It might be a long and tiring process that many of the educators are not willing to start.
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