2. What is the definition of an English Language Learner?
“ELL”
In the United States, a linguistically and culturally diverse
child is one who is exposed to a language other than
English and a culture other than Euro-American at home
and in daily interactions.
ELLs are a subgroup of these students, identified through
valid and reliable assessment, as having levels of content
mastery and English language proficiency that make it
impossible for them to access, process, and retain
unmodified grade-level material delivered in English.
Assessment of English Language Learners
3. What is the definition of an English Language Learner?
Short definition of “ELL”:
Linguistically and culturally diverse students whose
English language proficiency precludes them from
accessing, processing, or learning grade-level material
in English.
Assessment of English Language Learners
5. ELL assessments may be through:
• English language proficiency tests
(anchored in state standards)
• In-class tests of content mastery
(with accommodations for ELLs)
• State academic assessments
to score/report data on language and content mastery
Assessment of English Language Learners
6. “VALIDITY”
A valid test – measures what it purports to measure
(test must be authentic and performance-based without
bias or confounding due to language complexity)
“RELIABILITY”
A reliable test – is repeatable with same results
(test administrators have consistency in planning,
implementing, and scoring student performances)
Assessment of English Language Learners
7. Primary Purposes for Assessing ELLs
1. Identification & Placement –
to determine eligibility for support
2. Monitoring Progress –
language proficiency & academic achievement
3. Accountability –
language proficiency & academic achievement
4. Reclassification/transition –
to move from support to mainstream
5. Program evaluation –
to determine effectiveness of support
Assessment of English Language Learners
8. Tier I Measures (first stage):
• Home language survey - L2
• Student language survey – L2 (self reported)
• Language proficiency test – qualified administrator
Tier II Measures (next stage):
• Academic achievement tests – L1 & L2
• Reading inventories
• Writing samples
Identification of English Language Learners
9. LPAC may include the following representatives:
• Campus administrator
• Professional bilingual educator (if available)
• Professional transitional language educator (ESL)
• Parent of an ELL student (not employed by school)
Number of LPACs per school district depends on the
number needed to perform their duties within 4
weeks of the enrollment of the ELL student.
http://www.tea.state.tx.us/curriculum/biling/
Language Proficiency Assessment Committee: LPAC
10. LPAC responsibilities follow a cycle throughout the
year. They include:
• Identification
• Assessment & documentation review
• Placement
• Instructional methodologies and/or interventions
• Collaboration
• Annual review
• Assessment decisions
• Parental notification
Language Proficiency Assessment Committee: LPAC
11. Table 1.2 Variables influencing ELL academic success (p. 6)
1. Language/culture of daily interactions
2. Exposure to academic language outside school
3. Educational experiences (in US or outside)
4. Continuity of educational experiences
5. L1 proficiency
6. L1 academic achievement
7. L2 proficiency
8. L2 academic achievement
9. Time spent per day for educational support services
10. Time spent over years for educational support services
11. Socioeconomic status in the US
Assessment of English Language Learners
12. 1. Who wants to learn and use English? Why?
2. English is not the official language of the U.S., but you
must pass an exam given in English to become a
citizen. Do all Americans want to speak, read, and
write English?
3. If you had to move to a Spanish-speaking country to
find work, would you consider giving up use of English
and ONLY speak, read, and write Spanish for the rest
of your life? What about Chinese?
Assessment of English Language Learners
