1 / 33

Characteristics of English Language Learners (ELLs)

Characteristics of English Language Learners (ELLs). Language Similarities & differences Culture Childrearing practices & family values Parental role in school Previous educational experience Literacy in native language. Characteristics of ELLs. Language Over 200 language backgrounds

Download Presentation

Characteristics of English Language Learners (ELLs)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.


Presentation Transcript

  1. Characteristics of English Language Learners (ELLs) • Language • Similarities & differences • Culture • Childrearing practices & family values • Parental role in school • Previous educational experience • Literacy in native language

  2. Characteristics of ELLs • Language • Over 200 language backgrounds • Proximity of native language to English • Culture • Passive vs. active • Family values • Child-rearing practices • Previous educational experience • Use of native language literacy as a building block

  3. What is Assessment? • Gathering information on what a student knows or has learned • Formal or informal • Observation & documentation

  4. No Child Left Behind • Good News • Accountability for ELLs • Bad News • One size does not fit all • English language standardized tests not always appropriate for ELLs • Statewide testing for ELLs – an emerging field, not much research

  5. Disaggregation of Test Scores • Separating out test scores or results for ELL students from all scores • To find out: • How are ELLs doing? • Are they meeting state standards?

  6. Validity • Accuracy of inferences • Making appropriate assumptions about test scores • Use language of classroom instruction • Use alternative forms of assessment that reflect classroom instruction

  7. Video • New Kid in Town • Arlington Intake Center, Arlington VA

  8. Newcomer Assessment • Used to determine • Native language literacy • Prior educational experience • Phonemic awareness in English • Prior knowledge

  9. Inappropriate Assessments • Problems with current tests • Heavy language load • Out of context • Culturally-based

  10. Sample Test Item • Grade 3 Reading • Look at the picture. • Which word has the same middle and ending sounds as the name of the picture? • F butter • G rabbit • H kettle • J nibble

  11. Assessing Reading • Must reflect classroom instruction • Use interactive tasks to provide context for learning • Standardized tests do not always provide context or language support

  12. Linking Classroom Assessments to Statewide Tests • Base classroom assessments on state standards • Use classroom learning tasks as opportunities for assessment

  13. Benefits of Classroom-Based Assessments • Guide both teaching & learning • Continuous adjustments by teacher & students • Provide specific, personalized, timely information

  14. Two Types of Assessment • Teacher-Useful Assessments • Observation & documentation • Checklists, rubrics, anecdotal records • Student-Friendly Assessments • Checklists detailing learning expectations

  15. Assessing ELLs withLearning Disabilities • Ways to promote success: • Use manipulatives, pictures, illustrations • Use performance-based assessment • Use instructionally-based materials

  16. Language or Learning Disability? • Ways to assess: • Educational & medical history • Parental interview • Student interview • Teacher observation and documentation on variety of learning tasks

  17. Assessment An integral part of instruction • Does not need to take time away from instruction • Can be simultaneous to instruction • Must be ongoing & continuous • Can provide feedback to guide teaching and improve learning

  18. Needs/Diagnostic Assessment Cycle of Assessment & Instruction Redirected Reading Instruction Reading Instruction Teacher Assessments Inform & Direct Instruction

  19. Before and After Teaching • Find out what students know • Diagnostic tests • Oral questioning • Group for differentiated instruction • Relate to prior knowledge & students’ interests • Compare results before and after tests

  20. State Standardized Tests • Measure annual growth • Not as useful for informing classroom instruction on weekly basis

  21. Video • Letters and Sounds • Mark Hopkins Elementary School, Sacramento CA

  22. Video highlights • Student engaged to follow specific instruction • Student performs literacy task • Teacher keeps record of strengths and needs

  23. Useful Teaching Approaches • Relate new information to students’ prior knowledge • Use hands-on tasks, manipulatives, games, kinesthetic activities, visuals • Help learners feel they belong

  24. Assessing and DiagnosingIn a Multi-lingual Classroom • Common set of teaching standards and objectives • Compare each students accomplishments to standards instead of to each other

  25. When Native Language LiteracyIs Not Available in the Classroom • Gather Resources • Parents, community members, networking • Provide Scaffolding in the Classroom • Simplified English language • Reinforce oral directions with written ones • Visuals, manipulatives • Cooperative learning, games • Reduce students’ anxiety & stress

  26. Assessment That Promotes Learning • Not just auditing learning • Diagnosing strengths and needs • Providing specific feedback • Descriptive & productive feedback • Not just a grade • Add constructive comments

  27. Sharing Expectations with Students Essential for self-monitoring • Ideas to try: • Use wall charts, tables, graphs • Use symbols to reduce language load • Use color coding • Use student-friendly checklists for reading skills • Student/teacher conferences

  28. Informing Both Parents & Students • Share learning goals, objectives, and assessment results • Enable students to hit the learning target

  29. Teacher Observations • Observe whole class or small groups • Save one-on-one assessment for individuals not making progress • Group & individual tasks • Provide time for individual conferences

  30. Involving Parents • Native language resources • Provide child’s history • Need to know learning goals & assessment expectations • Can support literacy in the home

  31. Summary • Need variety of assessments • Need to involve parents • Need state legislation requiring teacher assessment literacy L. V. Pierce, George Mason University

  32. Thank you for watching!

More Related