racie Allen of the comedy team of Burns and Allen was once asked how one should speak French. She replied, “Well, you speak it the same way you speak English; you just use different words.” When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation, building background, and comprehensible input, we can indeed teach our future English language learners all the right moves with all the right words. One of the first challenges that ELL instructors must come to terms with is the identification and assessment of their students’ learning capabilities in their classroom. Traditional identification instruments designed for English speakers may not be valid with English language learners. Identification of English language learners with special needs should include consideration of several factors, such as family history, developmental and health history, first language and literacy development, previous schooling, and the learners' current academic ability, just to name a few. Learning in any language is affected by learning disabilities, but second language learners with special needs present additional educational challenges. According to the British Columbia Ministry of Education, Skills, and Training (Fowler & Hooper, 1998), instructors of English language learners with special needs should consider the cultural, developmental, and first language background of the learner. They should also do the following: (1.) Provide a highly structured learning environment; (2.) Focus on contextual learning; Build on learners' prior knowledge; (4.) Provide constant review; (5.) Simplify language; (6.) Build other skills while developing English. The use of standardized testing to identify and assess the progress of English language learners with special needs is problematic. Normally designed for native English speakers, many assessment instruments do not reliably assess speakers of other languages because they ignore differences among linguistic and cultural groups (Schwarz & Burt, 1995). Assessment of English language learners with special needs should... ... middle of paper ... ...e into consideration the characteristics of young English language learners and their language development, the learning conditions that are most effective for these learners, and the kinds of instruction that best meet their needs. Bibliography De Houwer, A. Two or more languages in early childhood: Some general points and practical recommendations (ERIC Digest). Washington, DC: ERIC Clearinghouse on Languages and Linguistics. (1999) Echevarria, J. Teaching language minority students in elementary schools (Research Brief No. 1). Santa Cruz, CA, and Washington, DC: Center for Research on Education, Diversity & Excellence. (2003) Fowler, J., & Hooper, H.R. ESL Learners with Special Needs in British Columbia: Identification, Assessment and Programming. British Columbia: The British Columbia Ministry for Education, Skills, and Training. (1998) Peterson, J. Michael and Hittie, Marie Michael. Inclusive Teaching : Creating Effective Schools for All Learners. Pearson Publishing. (2003) Schwarz, R., & Burt, M. ESL Instruction for Learning Disabled Adults. ERIC Digest. Washington, DC: National Center for ESL Literacy Education. (EDRS No. ED 379 966) (1995)
In the United States, there has been an increase in in the number of children from Spanish speaking backgrounds. The English Language Learners, commonly known as ELL’s, are being placed in Special Education without being properly tested for a learning disability. However there are a large number of ELL’s with learning disabilities in elementary grades that truly have a learning disability and are over looked. Many school districts have problems placing ELL’s. As a result these students end up in special education whether they have a learning disability or language impairment. Teachers are also indecisive when dealing with ELL’s. Most teachers recommend that ELL’s be placed in special education from day one. It is not because the child has a learning disability, it’s because most teachers are not properly trained to interact with ELL’s. Teachers also find it difficult, due to lack of training, having ELL’s with learning disabilities in their classrooms. More teachers would find their selves comfortable if they had training in dealing with ELL’s and ELL’s with learning disabilities. This paper discusses the issues and the concerns teachers have in dealing with ELLs and ELLs with disabilities, the challenges of identifying individuals with learning disabilities, and what type of assessments classify English Language Learners as having a learning disability.
Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from 1-8 we must keep in mind that everyone is unique and process things within their own time table.
According to the National Center for Education Statistics (2012) in United States’ public schools, English Language Learners (ELL), formally known as Limited English Proficient (LEP) is the fasted growing student population. Between 2009 and 2010, approximately 10% or 4.7 million students enrolled in public schools were ELLs. School districts data from 2000-2001 reported about 9.2% of the ELLs were served in Special Education, compared with 13.5% of all students in special education, the highest percentage of students being classified with learning disabilities (Zehler, Fleischman, Hopstock, Stephenson, Pendzick, & Sapru, 2003).
During the 2012- 2013 academic school year, in the Northshore school district , 2660 students with disabilities were served by Special Education services, and 5.4% of the Northshore student population was classified as English Language Learners. (Washington State Office of Superintendent of Public Instruction). Understanding the basic foundation and history of special education and English language development programs, can assist an educator, in better serving the needs of a diversified classroom.
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation,
This course has provided me with the insight and knowledge to know that English Language Learners are really valuable to our classrooms and that they may become discouraged because they feel discriminated or unaccepted. Through the stories of our classmates I have learned that my role as teacher is very important for these students and that I must work hard to make them part of my classroom and set them up with the tools to succeed in their education. As my classmates mentioned during our discussions, it can be very frustrating and often times discouraging.
People, in this case boys, with ant-social behaviors persistently disregard and violate the rights of others (Comer, 2014). Their future is bleak, if not treated, with many ending up with substance abuse problems and incarceration. So while treatment is difficult and often unsuccessful (Comer, 2014), I feel there is hope if they can come to believe in a positive, productive, future self. Brainstorming could be a way to bring about the motivation that will be needed for them to obtain an expanded view of the future and themselves.
English language learners in the classroom and how to teach them effectively, with good will, and in their best interests is a highly-contested subject. Civil Right Laws and the Fourteenth Amendment are supposed to guarantee that all students have an equal opportunity to receive a good education however because of how the classification process for ELL students in school systems work this has become an area of contention (Wright, n.d.). There have been a vast amount of court cases and legislative decisions that surround this topic. This paper will look at the background of how ELL students have been classified, legal issues that were caused by these classifications, and how the ELL student have
Kuder, S.J. (2008). Teaching Students with Language and Communication Disabilities (3rd edition). Boston, Massachusetts: Allyn and Bacon.
An effective teacher scaffolds instruction to procure a fruitful learning experience for all students. Therefore, teachers of language learners must implement strategies that address the language disadvantages of those students. “English language learners have special needs that must be met with pinpointed strategies that target language so they can understand the content being taught” (Hansen, 2006). The strategies presented on the video promoted language and content acquisition. Teachers utilize their knowledge of language development and the students’ level of language to create engaging activities that met content and language needs. To make good choices in the way they plan instruction, interact verbally, correct mistakes, and assess English language learners, teachers must understand how language is acquired” (Herrell & Jordan, 2009).
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
As a future teacher, it feels intimidating thinking about having English language learners in a classroom full of English speaking students. I have never thought about having students who do not speak English in a classroom until recently because of our class discussions and the reading assignments. Therefore, since I am going to be an educator, I am glad to be aware that having ELL students in my future classroom is a possibility. I want to be a successful teacher for every student who walks into my classroom, rather they speak English or not. Chapters one, two, and three in Working with English Language Learners, written by Stephen Cary, are influential and have marvelous ideas on how to assess non-English speaking students, how to gain background knowledge about the students and
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
‘The main purpose of schooling is learning and development, and this should be supported by appropriate assessment. Assessment is undertaken to provide information about students’ learning and/or their attitudes to learning and doing mathematics’ (AAMT 2008 as cited in Reys, R, ‘et al’ 2012). Assessment of students mathematical learning can happen in various forms, traditionally with tests done at the end of a topic to link a student’s learning which can also be known as summative assessment, to new activities and quizzes known as formative assessment. Both of these forms of assessment are used in the classroom and each has their own purpose in a student’s learning progress.