Status of bilingual education
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- Over 12.9% of the US population in 2010 was foreign born, many who do not speak English. Schools rely on ESL programs to teach English to immigrant children. - In ESL programs, students are assessed for English proficiency and placed in ESL classes for part of the day. However, the number of ELL students is increasing while qualified teachers remain the same. - Efforts like NCLB and sheltered instruction are used to help ELL students learn English, but high school dropout rates for ELL students have increased since NCLB. Suggestions include requiring teacher education programs to include ELL training.
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Similar to Status of bilingual education
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Assessments for ELLs
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How can current assessments (such as standardized testing) be biased against students who are not native speakers of English?
Suppose you were teaching a unit on the water cycle. The unit focused on teaching the students the parts of the water cycle which include: precipitation, evaporation, and condensation. Describe one way that you may evaluate your ELLs using a formative and a performance-based assessment in the classroom based on this lesson topic and how these assessments can provide greater opportunities for ELLs to show their acquired knowledge with minimal interference due to a language barrier. Also, explain how your formative assessment can be used to guide your instruction while teaching the unit. Be specific.
Look at Table 7.2: TESOL Language Proficiency Standards in your text and describe how these assessments align with Standard 4. Provide at least two reasons.
7.5 Issues of Assessments for ELLs
In many ways, language proficiency standards work hand in hand with assessments to help ELL teachers measure student progress. However, student assessment has been a complex and often controversial topic in education: Required assessments may carry a lot of weight and could result in long-lasting impacts on students' lives. Sandberg and Reschly (2011) noted that
the purpose of assessment is to provide information that may be used to describe performance and make decisions about students—students meeting standards, those at risk for later failure, those who qualify for talented and gifted education programs, and so forth. (p. 145)
It is thus important that assessments be fair, equitable, valid, reliable, and appropriate. As Staehr Fenner (2013) and Hauck, Wolf, and Mislevy (2013) noted, there are critical reasons for this when it comes to ELLs: First, valid and reliable assessment measures ensure educators correctly identify, classify, place, and reclassify ELLs based on their language proficiency levels. Second, meaningful and accurate assessment data ensure effective instruction. With such data, both general education and ESL/ELD teachers can plan more effective lessons, differentiate instruction more successfully, and integrate content and language development opportunities. Finally, accurate data help hold schools, di.
CLINICAL FIELD EXPERIENCEELL INSTRUCTOR INTERVIEWLILIANA .docx
CLINICAL FIELD EXPERIENCE:
ELL INSTRUCTOR INTERVIEW
LILIANA ACEVEDO
1
2
I interviewed professor Aziz Benmimoun from public school PS 721q.
1. What are the indicators of exceptionality a classroom teacher should look for when a student also has a language barrier?
Language performance deficiency is often misunderstood and many ELL's are being referred for special need. Exceptional students usually exhibit behavioral as well as learning disabilities.
4
2. How do informal and formal assessment results factor into placement?
Data is key in formal assessments, especially data that supports the inferences that were made from the exam. The data is computed prior to summarization.
3. what role do parents and teachers have in placement?
Parents are crucial members of the team because because they have first hand knowledge of their childs strengths and needs. Parents have the right to be involved in the meetings and the IEP process.
4. what are some primary factors that are exhibited in underachievement that may not necessarily signal special education needs?
Underachievement is usually viewed as a student being below average. Every student is different and factors will be based as such.
5. How are changes among individual ELL proficiency levels over the course of the school yearaccounted for?
Over the course of the school year, the students proficiency levels tend to progress from the speaking, reading and listening before achieving proficiency in writing. The trend is that writing is the last and most difficult skill an ELL student masters before becoming proficient in the L2.
6. How are diagnostic, formative, and summartive assessments integrated for Ells in the mainstream classrooms?
Assessments in all forms are essential in designing coherent instruction. Without ongoing assessments, the instructor will not be able to diagnose therefore meet the needs of his students.
7. What are the benefits of the SIOP protocol for native English speakers as well as those for whom English is an anditional language?
Small group instructions is at most benefit to students regardless of language proficiency, as instruction is tailored to each students needs.
How does the assessment and placement process in your state facilitate achievement among ELLs?
In New York, the New York State Identification Test for English Language Learners (NYSITELL) is the only assessment instrument for measuring the English language proficiency of a student who may be an ELL. The results of this test are used to determine the type of instructional program into which the student must be placed.
Comparison of the use of the AZELLA to the assessment and placement process in New York.
The AZELLA is used for placement and reassessment purposes for students who are identified as a second language learner. Unlike New York, students who are set into an English language learner program will take the AZELLA reassessment once a year until a.
Expanding Your Vocabulary
This document summarizes a teaching strategy that uses a website to help 7th grade students expand their English vocabulary. The strategy aims to introduce new English words through audio/visual activities on the website to encourage listening, speaking, reading and writing skills. Students access assignments created by their teacher on the website and can see, hear, type and learn the definitions of new words. The teacher can track student progress and create customized assignments. Classroom activities include reading texts with new words and discussing meanings, while follow-up activities reinforce retention of the new vocabulary. Student performance is evaluated through website data, comprehension questions, and regular tests.
E X P A N D I N G Y O U R V O C A B U L A R Y
This document summarizes a teaching strategy that uses a website to help 7th grade students expand their English vocabulary. The strategy aims to introduce new English words through audio/visual activities on the website to encourage listening, speaking, reading and writing skills. Students access assignments created by their teacher on the website and can see, hear, type and read definitions for new words. The teacher can track student progress and create customized assignments. Classroom activities include reading texts with new words and discussing meanings, while follow-up ensures continued practice. Student performance is evaluated through the website, comprehension questions, and regular tests.
Action Research
This document summarizes an action research project conducted to examine the benefits of the Pearson Reading Street program for developing reading fluency in first grade English Language Learners (ELLs). The project also examined the impact of professional development provided to teachers on the Sheltered Instruction Observation Protocol (SIOP) model. Findings showed improvement in reading scores for all ELL students and increased teacher confidence in delivering instruction to ELLs. The project recommends continued professional development for teachers in ELL instruction.
Diapositivas proyecto de grado
This document is a research paper on the deficiencies in the communicative learning process of 8th grade students at Institucion Educativa Simon Bolivar. It was observed that students often refuse to participate in activities and have difficulty obtaining cognitive growth. The research aims to improve listening and speaking skills through mediated pre-and post-time processes using pedagogical practices with real-world contexts. A sample of 16 students was chosen randomly from a class of 33 students between ages 11-15 to analyze their English learning process. It was found that the school had focused on grammar translation and writing skills, leaving speaking and listening underdeveloped. The research proposes using task-based learning and ICT to create communicative environments and improve speaking skills
Final project hacer
- The teacher created a class blog to provide grammar practice activities and feedback to students outside of class, as she only saw them every other week. On the blog she posted listening exercises, online tests, and other activities.
- Students began exploring and practicing on the blog. Some were shy to post at first but became more active over time. They asked for more speaking activities.
- For a project, students will do presentations on topics from their fields in front of the class and peer assess based on a rubric. The teacher hopes this will motivate students to be more involved.
Research-Presentation-BEED-3-2-Group-2.pptx
This document discusses a study on students' academic performance in grammar during the pandemic. It aims to determine the support needed by students to improve their performance. The researchers will survey grade 6 teachers to learn about students' current performance in English grammar and the types of support they need for continued learning. The study uses a qualitative approach and focus group discussions to understand teachers' perspectives on academic challenges faced by students and how learning can best be supported during this time. The results intend to help both students and teachers, especially new teachers, by identifying effective support strategies for grammar learning during remote instruction.
UNDERSTANDING YOUR ESL STUDENTS
The document provides definitions and explanations of key terminology and acronyms used in ESL education. It discusses concepts like ESL, ELL, BICS, CALP and realia. It also summarizes legal obligations to provide ESL programming, examples of co-teaching models, WIDA assessments, and lists professional organizations for ESL teachers.
ENGLISH AS A SECOND LANGUAGE
English as a Second Language (ESL) refers to the use and teaching of English to non-native speakers in English-speaking environments or countries where English has an established role. ESL instruction is designed for those whose primary language is not English. ESL students face challenges with standardized testing used for class placement, higher dropout rates than native speakers, barriers to higher education due to credit and financial requirements, difficulties interacting with native English speakers, and limited participation in extracurricular activities. However, ESL programs also provide social benefits like peer networks, cultural expression, and multicultural friendships that help with adjustment.
Online resources for english teachers
This document analyzes various online resources and platforms that an English teacher can use to develop language skills. It discusses SWAYAM, an Indian government program that provides online courses free of cost. It also examines OneStopEnglish.com, a site by Macmillan Education containing over 8,000 lesson plans, worksheets, audio/video for different student levels and abilities. Additionally, it outlines the features of OneStopEnglish like its professional layout, secure payment options, and ease of finding standalone materials requiring no preparation.
Best Practices for Serving Emergent Bilinguals in Dual Immersion Programs
Best Practices for Serving Emergent Bilinguals in Dual Immersion ProgramsPartners in School Innovation
Best Practices for Serving Emergent Bilinguals in Dual Immersion Programs presented by Kelly Alvarez and J-Linn Tamminga at MABE2014Njtesol07
The document discusses several key points about teaching English to second language learners:
1) It takes between 5-7 years for English language learners to develop academic proficiency in English. Younger students may learn conversational English quicker, but older students who have had schooling in their native language can transfer skills more easily.
2) Students should not be placed in special education programs solely based on lack of English proficiency, and must be properly assessed. Instruction should integrate both language and content.
3) Developing media literacy for students is important in today's digital world so they can analyze different types of media sources critically.
Guided ResponseReview several of your classmates’ posts. Base.docx
Guided Response:
Review several of your classmates’ posts. Based on the position your classmate has taken, assume the role of administrator, teacher, student, or parent and argue the amount of accountability that has been placed on you. Try to illuminate the ripple effect of actions from any position within the educational network. Challenge your classmate so that their strategies always do what is best for students. Respond to at least two of your classmates.
a.
Describe the
characteristics of an LTEL.
The characteristic of an LTEL is that most of the people have lived in the United States. Most people can’t speak the language of English proper because they really don’t want to educate their selves. They are often orally bilingual and sound like nature English speakers do not have well – developed academic literacy skills in English. So many have habits and have learned passivity and invisibility in school. They also have low grade levels in reading and writing including math in school and they are struggling when taking a test. Those that are in this commonplace with low grades and test struggle with reading and writing these are the ones that will likely drop out of school. This is a high risk for children that are not in standard to learn quickly or they are slow in learning to stay in school to go on to college. Most of these children are street wise and they don’t want the education system to help them are be in their lives. “Students who have received LTEL’s programming consistently, but where in these programs have failed to build upon the student’s home languages practices (Menken, Kleyn, and Chae 2012).
b.
Provide suggestions on how teachers can address the challenges of LTEL’s to move them to a proficient level of English learning.
Teachers need to challenges the students to be in different academic activity task skills so they could advance their self to get ready for college and meet the people in other culture of language in their careers. Let them learn some of the new languages from other countries. They also can be taught the culture of many other languages by books, videos, and by someone who may speak the language. Teachers can also do a one –on-one study with the students that are slow to learn.
c.
Share your opinion on how much accountability should be placed on administrates, teachers, students and parents respectively.
The accountability for students’ who test scores they are the cornerstone policy of education in the United States. “The program No Child Left Behind (NCLB) act federalized this approach and made it in some respects more draconian.” Although teachers are getting punished for the behavior of the children test scores because they are responsible for them getting the knowledge and skills to learn. If the child needs a tutor to help them learn better this is the response of the teacher and parents. Many parents need to enter the school and make sure that their child is on top of things in class. .
Research proposal final
This document presents an action research proposal that aims to address English difficulties experienced by Grade 5 pupils in modular distance learning. Specifically, it aims to understand the English challenges faced by pupils and determine if using PLAYS (Pupils Learning through Applying and Yabbering Strategy) improves their English performance. The proposed intervention involves interactive activities where pupils read and act out basic English words. Data will be collected through surveys and assessing pupils' performance before and after the activities. The results will be shared with teachers to potentially adopt the strategy and address pupils' issues with English vocabulary in remote learning.
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ELL Instructional Programs needed for ELL Teachers
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Status of bilingual education
- 1. Status of Bilingual Education Amanda Ramey, Teaching English Language Learners Grade 12
- 2. Immense quantity of English language learners -According to the “US Census 2010 Data on Immigrants” over 12.9% of America, as of 2010, is comprised of foreign born citizens. -Many enter the country without being able to speak English -Immigrants who are kids rely largely on school systems to teach them the language. -Placed in ESL classes
- 4. How does ESL work? -Foreign-born students enter the school system and are assessed for their English speaking proficiency. -Some information about family is attained -Then, a formal assessment is administered, which tests for the student’s reading, writing, and speaking abilities. -Finally, students are placed in an ESL class, which students attend for a portion of their school day.
- 5. Across the nation -Six states require specific coursework for all teacher candidates on topics like ESL methods and second language acquisition: Alaska, Arizona, California, Florida, Pennsylvania,and New York. -The number of students in need of ESL courses are increasing, while the number of teachers who are qualified to teach these students, remains the same.
- 6. Efforts to improve -The No Child Left Behind Act (NCLB) was implemented in 2001. Mind bogglingly, the number of high school English language learners NOT receiving a diploma has INCREASED since then. -Research is currently being continued in order to help students achieve cognitive academic language proficiency, and students undergo testing each year to monitor progress. -Content-based English as a second language and sheltered instruction are accepted methods for teaching English language learners.
- 7. A look at the Efforts to improve www.youtube.com/watch?v=lVGbz4EqyGs. Video displaying Sheltered Instruction and SIOP method https://www.npr.org/sections/ed/2015/10/27/443110755/no-child-left-behind-what-worked-what-didnt Link to article discussing what worked and what failed about the No Child Left Behind Act
- 8. Suggestions for improvement -Proposal that anyone studying to be a teacher must take a class in teaching English language learners, as part of their Master’s degree. -Part of this coursework would include: sheltered instruction, conducting research for how language is learned, and working hands-on with English language learners in classrooms. -More school funds allocated to materials for ELL’s.
- 10. Kahoot! https://create.kahoot.it/l/#/preview/80b8c0d5-d3c8-4bdc-baf4- a51142235583 Game pin: 1094157
- 11. Reflection Google Slides is beneficial to students and teachers, because it enables users to create presentations while collaborating with others. The “share” features would allow teachers to share the presentation with students, so that kids can have it to refer to. The teacher can also make comments that students can see, in real time. Students can use this feature to work on projects with partners. The app automatically saves, which makes projects accessible to students from any computer, in case an incident occurs in which the student cannot access it on the point of origin. The app allows users to insert graphics, videos, and charts to enhance the presentation. Google Slides is vastly useful for both
- 12. Works cited MayersonAcademy. “SIOP Model for Teaching English Learners - Lesson Delivery.” YouTube, YouTube, 26 June 2012, www.youtube.com/watch?v=lVGbz4EqyGs. Turner, Cory. “No Child Left Behind: What Worked, What Didn't.” NPR, NPR, 27 Oct. 2015, www.npr.org/sections/ed/2015/10/27/443110755/no-child-left-behind-what-worked-what-didnt. www.census.gov/newsroom/pdf/cspan_