Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
English language learners assessment process
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: English language learners assessment process
Criterion Reference Tests (CRTs) are tests in which scores are referenced, or compared to, some set of criteria such as a curriculum, that provides a common standard to assess students’ proficiency in a specific subject area (Department of Education, 2012d). In Newfoundland and Labrador, students across the province complete CRTs in grades 3, 6, and 9 and the information obtained from these assessments is used to compare student achievement to curriculum outcomes. This information is then used to improve student achievement, to evaluate the effectiveness of provincial programs, to inform parents and students of performance based on curriculum outcomes, and to set expectations of what students should know by the end of these grades (Department of Education, 2012d).
CRTs in Newfoundland and Labrador are used to assess a variety of subject areas, including English Language Arts (grades 3, 6 and 9), Mathematics (grades 3, 6 and 9), Science (grade 9), and Core French (grade 9). At the primary and elementary levels, CRTs in English language arts have been used to assess student’s performance in reading, writing, listening and speaking (Department of Education, 2012a), although speaking is no longer part of the provincial assessment. CRT scores from the demand writing sections of this assessment were the focus of this study. The writing assessment is called demand writing, and evaluates students’ written compositions to two different prompts (Department of Education, 2012c). An example of one of the grade 3 prompts was, “Think about something you would like to see improved in your school or community. Write a letter to Premier Williams expressing your concern. Include the problem and how you and Premier Williams could work together to ...
... middle of paper ...
...ge.
Cummins (1996) uses the threshold hypothesis and the interdependence of language hypothesis to explain the impact of learning a second language on the first language. Cummins’ interdependence of language hypothesis (1979, 1981, 2001) is particularly relevant to IF as it refers to the interdependence of first and second literacy skills. Cummins hypothesized that skills learned in one language transfer and support language development in a second language. So strong first language skills help in the development of second language skills just as strong second language skills have a positive impact on first language skills. He believed that everyone has a “common underlying language proficiency” (1983, p. 116) such that specific parts of the brain are positively impacted by the learning of any language and this positive impact is transferable to another language.
Most people who grow up with a foreign language spoken in there house grow up with an advantage in society. This advantage can only occur once the individual learning that foreign language also learns the dominant language spoken in that country. Once both of these languages are learned and mastered, the individual has now placed them se...
...r they had all received the same language instruction for three years (kindergarten, first and second grade). These finding conclude that English language proficiency at the time of entering school does not matter. A good early literacy program works for both L1 students and ESL students who enter school at the kindergarten age. Students at that age are very susceptible to learning new languages quickly. The ESL children had difficulties in kindergarten, but by second grade they had caught up and were right on track with the L1 students and some of them even surpassed the L1 students.
There’s a long-standing argument that most people resort to when discussing whether or not children are better suited to acquire a language over adults. The “critical period hypothesis” argues, “that children are superior to adults in learning second languages because their brains are more flexible.” (McLaughlin 2) This argument is true to some extent, however, experimental research has found that adolescents and adults are able to acquire languages better based on their controlled environment. Children, on the other hand, are better able to grasp a better understanding of the pronunciation of languages compared to adults. (McLaughlin
To teach to the test or trust the child; is the question in today’s education. Over the past twenty years state curriculum standards have changed. Teachers need to make the choice on how to teach the children in their classroom. In today’s society where testing runs the educational world, a teacher must decide how to prepare students for standardized testing.
There are many theories on how a person acquires a language. One can see that technology has influenced the way we input information as well as how we gather data based on these Second Language Acquisition (SLA) theories. For example, today’s technology has helped us study the way the human brain works, and this is what our theories of SLA are based on. So it is evident that many of the SLA theories are based on the way the human brain works and how it develops. Moving on, this case study is based on two Spanish speakers who are English Language Learners (ELL) and how they were led to determine the SLA on the subject of their speech. The two Spanish speakers that are analyzed during this investigation are Elizabeth, a five-year old girl, and
Norm-referenced standardized tests (NRST) used for different administration over the decades. The NRST classifies individuals. It highlights achievements differences between and among students to develop reliable scores. In school systems NRSTs helps identified students for remedial programs. The U.S. Congress, Office of Technology Assessment (1992), establish a standardized test as one that uses (NAGC - ED Norm- and Criterion-Referenced Testing. (n.d.) (Retrieved from http://www.nagc.org/index.aspx?id=314). Similar procedures for application and scoring in order to ensure that results from different people are comparable (Bond, 2010). NRST compares the performance of students with other students from large groups. Using a standardized test like the NRST will grade students in order from high to low achievers. A valid population must be from the widest range of the student population. Accordingly, the assessment must also report the status of student achievement “broken down by gender, ethnicity, disability, economic disadvantage, English proficiency, and...
Where Criterion-referenced assessment is measured on what the learner can do for example a Btec level 1 is a pass or fail.
After Lenneberg's (1967) advanced analyses and interpretation of critical period in regards to first language acquisition, many researchers began to relate and study age issue in second language acquisition. In this area of study, Johnson and Newport (1989) is among the most prominent and leading studies which tries to seek evidence to test the Critical Period Hypothesis (CPH) in second language (L2) acquisition. This study aims to find identifying answers to the question of age-related effects on the proficiency for languages learned prior the puberty.
This paper first, argues why first language acquisition is fundamentally different from second language acquisition in light of the fact that acquiring first language is innate. Thereafter, this paper discuses fundamental distinction between first language acquisition and second language acquisition in terms of age, cognitive development and previous experience.
Steven Krashen developed 5 theories of Second Language Development. The Acquisition-Learning Hypothesis states that people acquire language naturally, without any formal training, simply through their interactions with others (Freeman and Freeman p.62). Language learning, however, is a more complex process which requires instruction. Both of these processes are necessary for a person to acquire a second language. Implications for teaching include creating authentic social interaction time with peers in the classroom, collaboration with peers, modeling appropriate language use and using repetition (Vose).
Learning a first language in childhood is an experience that all normal functioning humans undergo. Learning a second language after childhood, however, is an experience which not everyone attempts or succeeds in. The question of whether learning one’s first language as a child is the same as learning subsequent languages as an adult is one that interests psychologists, scientists and linguists alike. Although in many respects the acquisition process of children learning their first language and adults learning their second, third or fourth language is similar, overall there are striking differences between the manner in which these two groups do so, which mean that the process is not essentially the same across both these groups.
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
When we know a new language, just we can start to see connections we couldn’t see before because each and every language approaches the world in a slight different way. As a result, we have the opportunity to understand the world from the respective of another culture and gain a greater appreciation of human society in all its diversity. Therefore, the importance of second language learning is gain reinforced. We became not just equipped to communicate across the cultures but empowered and to understand others’ point of view also.
As time goes by and as the global community develops, the world grows more and more international, making second or third language acquisition become necessary to the majority. With the growing importance of multiple language ability, more and more parents think of bilingual or multilingual education, which means acquisitions of two or more languages, for their kids. In fact, we do have many reasons showing why multilingual education is important and beneficial, such as aspects of interpersonal relationship, employment, brain health, and so on.
It is necessary to draw a distinction between foreign language and second language learning. According to (Wisniewski, 2007), a language lear...