Assessing English Language Learners

1. Assessing English Language Learners Susan Davis Lenski Portland State University

2. ELLs in Mainstream Classrooms • More than 4.5 million ELL students in U.S. • 9.6% of total school population • Number continuing to rise • Annual immigration approximately 1 million

4. Despite all of the testing, ELL students are “under-assessed in the sense that much of what they know and much of what they do is not captured in current assessment methods” (LaCelle-Peterson & Rivera, 1994, p. 69).

5. Check cultural bias of tests 1. Does the item test only lanauge knowledge or dies it test knowledge of thw world too? 2. Does the item measure: • Knowledge of the world that is available to all cultures, or • Knowledge of the world that is readily available only to particular cultural groups?

6. Examples from Original Australian Test of Intelligence • What number comes next in the sequence: one, two, three, ….. ?

7. Answer • Many • The kuuk thaayorre system of counting only goes to three. The next term is “many” and can mean any number from 4-9. (A different term is used for 10 or more.)

8. A wallaby is to animal as a cigarette is to ____________________.

9. Tree • This stems from their early experience with tobacco which was “stick” tobacco, hence it is classified with “tree.”

10. We eat food and we _____________ water.

11. Eat • There is no distinction between eating and drinking in this language.

12. How about our tests? • 1. Bill ran out on his front porch to watch the fire truck. He lives in ______________. • A. a big apartment • B. a city house • C. a trailer

13. Pam went to a party with a tall pointed hat, long black cape, and a broom. She was dressed as a ______________. • A. witch • B. ghost • C. cowgirl • D. pumpkin

14. The playmates wore costumes to Sandra’s Halloween party. Nellie __________ a tall, black, pointed hat. • A. walked • B. wore • C. cared • D. hurt

15. Sam and Bill played the whole day. In the evening they felt ________________. • A. rested • B. small • C. tired

16. Principles for Assessing ELLs • Learn about ELLs’ literacy background • Decide on purposes for assessment • Decide how to assess your students • Consider assessment materials, activities, and language issues • Encourage self-assessment

17. Types of ELLs in the Classroom • Newly arrived students with adequate formal schooling • Newly arrived students with limited formal schooling • Students exposed to two languages simultaneously • Long-term English language learners Adapted from Freeman and Freeman (2003)

18. Predictability Log (Snyder, 2003) Language Use • What languages does the student know and use? • What types of alphabets does the student know? • What language and literacy experiences interest the student? Knowledge • What is the student’s cultural background? • What does the student enjoy doing out of school? • In what areas or ways has the student helped classmates? • What has the student said or what stories has the student told? Events or experiences that matter to the student • What has happened to the student recently that has been important? • Have any major events occurred, especially recently, that have been of great interest to the student?

19. Narrative What kinds of stories does the student enjoy? What specific stories does the student know well? Does the student have a relative or a good friend? What activities is the student involved in? Relationship What is the student’s family situation? Who are the key family members in the student’s life? Who has the student left behind in his or her home country? Who are the student’s best friends? Is there anyone whom the student talks about frequently? Who might you contact to follow up on one of the student’s interests or needs? Predictability Log (cont.)

20. Predictability Log (cont.) Aesthetic and ethic • What personal belongings does the student bring to class or wear? • What objects or ideas appeal to the student? • What values has the student expressed through actions or stories?

21. Student from Somalia • Can speak Somali and some English • Knows English and Arabic alphabet • Can read some Arabic • From farming community • Likes soccer • New baby in family • Loves traditional Somali stories; tells them in English • Has no friends in the class • Left grandparents behind in Somalia • Wears a headscarf • Justice and equity issues have great appeal • Values honesty and truthfulness

22. Student from Mexico • Speaks Spanish and is learning English • Can read some Spanish • Came from Mexico 6 months ago with older brother; walked across border with brother; very scary experience • Joined parents in U.S.; had been left behind • Was in third grade in Mexico; is in fifth grade in Portland • Likes soccer • Values respect • Misses freedom he had in Mexico to play and hang out with his friends

23. Classroom Assessments • Observational Attitude Survey • Oral reading fluency • Retelling • Strategy evaluation: Vocabulary Knoweldge, Making Predictions and Connections (in Spanish) • Reading Strategy Self-Evaluation • Teacher Evaluation and Instructional Plan

27. Teacher Evaluation • Is highly motivated • Knows how to make predictions • Tries to make meaning from text • Fluency and comprehension are improving • Needs more practice reading easy books in English • Is becoming bilingual but needs to continue reading easy books in Spanish

28. References Freeman, D., & Freeman, Y. (2004). Essential linguistics: What you need to know to reach reading, ESL, spelling, phonics, grammar. Portsmouth, NH: Heinemann. LaCelle-Peterson, M, & Rivera, C. (1994). Is it real for all kids? A framework for equitable assessment policies for English language learners. Harvard Educational Review, 64, 55-74. Lenski, S.D., Ehlers-Zavala, F., Daniel, M., & Sun-Irminger, X. (in press). Assessing English Language Learners (ELLs) in mainstream classrooms. The Reading Teacher. Lenski, S.D., & Ehlers-Zavala, F. (2004) Reading strategies for Spanish speakers. Dubuque, IA: Kendall/Hunt. Snyder, S.C. (2003). Foundations of predictability in L2 literacy learning. TESOL Journal, 12(3), 27.