Preview

Module 7 Esl 533n (Gcu)

Powerful Essays
Open Document
Open Document
1150 Words
Grammar
Grammar
Plagiarism
Plagiarism
Writing
Writing
Score
Score
Module 7 Esl 533n (Gcu)
Assessments Talafuse 1.

Kimberly Talafuse Grand Canyon University ELL Assessment January 30, 2013

Assessment Talafuse 2.

Abstract: This paper is to inform the reader about procedures that distinguish English Language learners. There are steps that are followed when teachers and administrators define an ELL student. The individual must be 3to 21 years old and enrolled in an elementary or secondary school. The student must also be from another country or speaking a language that is not English and have difficulty speaking, reading, writing or understanding English. The student also must not be able to meet the state’s proficiency level of achievement. After reading this you will gain some knowledge of the ELL students.

Assessments Talafuse 3.

During the procedure of producing an ELL student, there are steps that are taken to ensure the student will get the services he or she needs. A test must be administered before anyone can be labeled as an ELL student. While working with students who were struggling to speak, write and read English, I found out that it is illegal to put a bilingual aide or paraprofessional in charge of a classroom. Certified teachers must supervise the students. The NCLB Act requires that all teachers in language instructed education programs must be fluent in English. This may seem like a natural process but not all teachers are fluent in a second language, such as Spanish. When determining if a student should be classified for ELL services, the state and the schools are responsible for testing the ELL students in both reading and math and held accountable for the results. When referring to ELL, there are other terms that are used such as English as a Second Language (ESL), Limited English Proficient (LEP), and English for Speakers of other languages. In order for a school district to



References: Abedi, J. (2004b). The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues. Educational Researcher. 31(1), 4-14. http://alaskacc.org/sites/alaskacc.org/files/Stiggins%20article.pdf King, D. Kent. English Language Learners: Title III- No Child Left Behind Act of 2001. Popham, W.J. (2005). Classroom Assessment: What Teachers Need to Know. Boston, MA: Pearson Education, Inc.

You May Also Find These Documents Helpful

  • Good Essays

    EAL Task 1

    • 772 Words
    • 4 Pages

    The school prioritizes in providing support to beginner levels of EAL children. So far, the school haven’t categorised any particular target group as the main focus stays with children who are new in the country or the ones with little or no English language at…

    • 772 Words
    • 4 Pages
    Good Essays
  • Good Essays

    Cited: Darling- Hammond, Linda. "Evaluating 'No Child Left Behind ' | The Nation." The Nation 21 May 2007: 1-5. CQ Researcher. Web. 12 Mar. 2013.…

    • 939 Words
    • 4 Pages
    Good Essays
  • Good Essays

    The population of English Language Learners has made a tremendous growth in American, over the past few years the English Language Learners has grown more the twenty percent and is predictable to increase more with time. With the population growing in our educational system modifications had to be made. The laws specifies that all children who are disabled, don’t speak English, or disadvantaged still have an equal right to an education. For the reason of English Language Learner comprehensive span the United States wanted something that could adjust and help as a wide range obligation and or standard required to applied in the educational system, so with the No Child Left behind act allowed it to be done. Since the states have to follow and stand by assessment guidelines as well as academic standards with the No Child Left Behind act people ask exactly how the non- English students would fit into this law. Assessment must also be given with unlimited probability that a student will pass in the regular education curriculums, even though they definitely let each state establish their own specific procedures that met with these…

    • 1034 Words
    • 5 Pages
    Good Essays
  • Satisfactory Essays

    Bibliography: Works Cited Smyth, Theoni Soublis. "Who Is No Child Left Behind Leaving Behind?." Clearing House 81.3 (2008): 133-137. Academic Search Complete. Web. 25 Mar. 2012.…

    • 752 Words
    • 4 Pages
    Satisfactory Essays
  • Better Essays

    English language learners enrollment in the Council member districts has remained relatively stable over the past several years. In 2007-08, 1.1 million ELLs were enrolled in urban schools, accounting for 16.5 percent of total district enrollment. In 2009–10, 1.2 million ELLs were enrolled, accounting for 17.5 percent of total district enrollment (Uro & Barrio, p. 26, 2013). The No Child Left Behind (NCLB) Act of 2001 required students in grades three through eight to be tested every year in reading and math. While NCLB now holds educators more accountable with student learning, it now also tests English language learners (ELLs) in content areas (Coltrane, 2002, p.1). This denotes a question of validity and reliability with assessment. The positive and negative effects for ELLs may result on the heightened emphasis on high-stakes testing because their assessments are meant to raise the standards for learning; however, the disadvantage is that most of these high-stakes tests are only offered in English. When ELLs do not have access to the assessment due to their lack of language, it is hard to determine what is truly being tested; the content area or their language. This results in how the test data should be interpreted (Coltrane, 2002, p.1). In 2000, the Center for Equity and Excellence in Education found the assessment accommodations most frequently used for ELLs did not ensure that the learners’ linguistic needs were being met (Rivera, Stansfield, Scialdone, & Sharkey , 2000). These accommodations included timing/scheduling and setting.…

    • 913 Words
    • 4 Pages
    Better Essays
  • Best Essays

    Menken, K. (2006, Summer). Teaching to the test: How No Child Left Behind impacts language policy, curriculum, and instruction for English language learners. Bilingual Research Journal 30(2), 521-546.…

    • 2417 Words
    • 10 Pages
    Best Essays
  • Good Essays

    This semester I observed a first grade bilingual classroom at Martin Elementary. The classroom contained three ELL’s at a variety of levels. The instructor, Mrs. Guerrero, used lots of sheltered instruction strategies not only during the set time for bilingual instruction, but throughout the rest of the content areas. Throughout the semester, I saw how Mrs. Guerrero used specific strategies to teach vocabulary to her LEP students. The first thing I noticed was how she had seated them near native English speakers. This was so they would be able to interact with native English speakers, listen to how they pronounce and use words, and also so they could help him out when he needed it. Mrs. Guerrero used a variety of materials for vocabulary instruction.…

    • 335 Words
    • 2 Pages
    Good Essays
  • Best Essays

    Nclb Argument

    • 2683 Words
    • 11 Pages

    Ravitch, Diane. "Time to Kill 'No Child Left Behind '." Education Digest 75.1 (2009): 4.…

    • 2683 Words
    • 11 Pages
    Best Essays
  • Good Essays

    Common Core Standards

    • 698 Words
    • 3 Pages

    Umpstead, R. R. (2008, April). The No Child Left Behind Act: Is it an Unfunded Mandate or a Promotion of Federal Educational Ideals? Journal of Law and Education, 37(2), 193-229.…

    • 698 Words
    • 3 Pages
    Good Essays
  • Powerful Essays

    No Child Left Behind Act

    • 3566 Words
    • 15 Pages

    Every parent wants to have the best education possible. State and local government have always been responsible for education from kindergarten through 12th grade. The federal; government was more for equality of education. The federal government, state and local authorities have all proposed ways to make education better for everyone. The No Child Left Behind (NCLB) act was proposed just for that reason. Even though it was proposed by the federal government, the states still set the standards for the testing. Since the proposal and enforcement of the act, there has been a great debate about the effectiveness; however there is data that shows the constructiveness of this act outweighs the pessimistic views.…

    • 3566 Words
    • 15 Pages
    Powerful Essays
  • Powerful Essays

    Education has always been an important trademark of the United States of America. Throughout the years, the significance of a well-developed education has been increasing. Recently, the government has increased its role in the education system by passing the No Child Left Behind Act of 2001. By doing this, the government can ensure that each and every student is receiving the best education possible so that no student falls behind. With the importance of education constantly increasing in this country, it is absolutely necessary that all students receive a quality education. The No Child Left Behind Act of 2001 is a well-intentioned law passed by President Bush to ensure that all students are finding success in school. While the law has many good points, it is better in theory than in practice. In all actuality, the No Child Left Behind Act may be causing America 's students more harm than good.…

    • 3215 Words
    • 13 Pages
    Powerful Essays
  • Good Essays

    The No Child Left Behind Act of 2001 (NCLB) defines a “Limited English Proficient” student as an individual whose difficulties in speaking, reading, writing, or understanding the English language hinders their ability to meet the State’s proficient level of achievement on State assessments, successfully thrive in English dominant classrooms, or limits their opportunity to participate in society. The definition also considers how the individual’s environment and native language impacts their English proficiency. Given emphases focus on linguistic and academic achievements, EL require educational rights that promote success inside and outside the classroom. Based on this definition, establishing a consensus on what constitutes sufficient English…

    • 244 Words
    • 1 Page
    Good Essays
  • Good Essays

    The issue of Immersing English as a Second Language and English Language Learners into the general education classroom has caused many concerns to educators, parents and administrators. These factors range from respect for these students economic backgrounds, cultures and beliefs to the teachers not being fully trained to handle these students, schools and teachers not having access to necessary resources to adequately teach these students, the placement of students with various languages in one classroom setting, to finally the curriculum the school or district has adopted is not efficient for the students learning ability.…

    • 5655 Words
    • 23 Pages
    Good Essays
  • Good Essays

    Giving Tree Lesson Plan 1

    • 562 Words
    • 3 Pages

    (B) Intermediate. Intermediate ELLs have the ability to read and understand simple, high-frequency English used in routine academic and social contexts. These students:…

    • 562 Words
    • 3 Pages
    Good Essays
  • Good Essays

    Schools and districts must help ELL students, among other subgroups, make continuous progress toward this goal, as measured by performance on state tests, or risk serious consequences” (Abedi, J. D. 2004). Therefore, the No Child Left Behind Act recommended more help needs to be directed to states, districts, and school facilities to progress the success of English Language Learners. Also, all students including English Language Learners must reach high standards by demonstrating proficiency in English Language Arts and mathematics. Therefore, teacher must have high expectations for all students regardless of their diverse background. Teachers need to assess these students appropriately per their levels of their language proficiency and…

    • 824 Words
    • 4 Pages
    Good Essays