...English Language Proficiency Assessment in the Nation: CURRENT STATUS AND FUTURE PRACTICE Edited by Jamal Abedi U N I V E R S I T Y O F C A L I F O R N I A , D AV I S • S C H O O L O F E D U C A T I O N Copyright © 2007 The Regents of the University of California The work reported herein was supported in part by the National Research and Development Centers, PR/Award Number R305A050004, as administered by the U.S. Department of Education’s Institute of Education Sciences (IES). The findings and opinions expressed in this report are those of the author(s) and do not necessarily reflect the positions or policies of the Institute of Education Sciences, or the U.S. Department of Education. T his study required the participation of all fifty states, their assessment directors, particularly those involved with the NCLB Title III assessments. Their cooperation and patience is much appreciated, and their dedication to educating young people is greatly admired. We cannot thank the states enough for their collaboration with this project. Many people generously contributed to the development of this report. We are especially indebted to the chapter authors for their invaluable contributions and for their patience throughout this process. Sue Rigney from the U.S. Department of Education contributed greatly to the quality of this work by providing excellent comments and suggestions. We are so grateful for her support, advice and contribution to this report. Kathleen Leos of the U.S...
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...Reading and Second Language Learners Research Report May 1999 This report prepared by Magda Costantino, Ph.D. The Evergreen Center for Education Improvement The Evergreen State College Olympia, Washington 98505 With assistance from: Joe St. Charles Susan Tepper Edlamae Baird Acknowledgment to Gary Burris and Lynne Adair For their invaluable assistance with the project This material is available in alternative format by request. Contact Bilingual Education at 360-753-2573, TDD 360-664-3631. The Office of the Superintendent of Public Instruction complies with all federal and state rules and regulations and does not discriminate on the basis of race, color, national origin, sex, disability, age or marital status. Table of Contents (click on page number for access) Introduction......................................................................................................................... 1 Executive Summary ............................................................................................................ 3 Chapter One Language Acquisition and the Language Learner .......................................................... 7 Section One: How Does First Language Develop? .................................................... 7 Section Two: How Does Second Language Develop? ............................................... 9 Foundational Theories ...............................................................................................
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...Qualitative Approaches to Classroom Research with English Language Learners Patricia A. Duff University of British Columbia Address: Department of Language & Literacy Education University of British Columbia 2125 Main Mall Vancouver, BC V6T 1Z4 Canada Courier: 2034 Lower Mall Road University of British Columbia Vancouver, BC V6T 1Z2 Canada Qualitative Approaches to Classroom Research 2 ABSTRACT This chapter provides an overview of recent qualitative research in classrooms examining English language learners (ELLs). I first present common features of qualitative research and review debates regarding research paradigms in the social sciences and humanities. I also discuss the role of triangulation and capturing participants’ insider or emic perspectives in qualitative research and highlight various data collection methods and ways of combining macro-level and micro-level analyses, particularly in ethnographic research. Ethical issues, difficulties obtaining informed consent in classroom research, and criteria for evaluating qualitative research are then considered. Three qualitative studies that have been deemed exemplary and meritorious by scholars in English language education are then presented and some common themes in current qualitative classroom research with ELLs are identified. The chapter concludes with directions for future qualitative research. Introduction Over the past 2 decades, research in language education, as in other academic disciplines...
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...ABSTRACT Title of Thesis: ENGLISH LANGUAGE LEARNER SPECIAL EDUCATION REFERRAL AND PLACEMENT OUTCOMES IN INSTRUCTIONAL CONSULTATION TEAMS SCHOOLS Arlene E. Silva, Master of Arts, 2005 Thesis Directed by: Professor Sylvia Rosenfield Department of Counseling and Personnel Services University of Maryland, College Park The present study serves as an examination and documentation of referral and placement outcomes of English Language Learner (ELL) cases in Instructional Consultation (IC) Teams schools. Archival data from 838 cases (12% of which were ELL cases) within five mid-Atlantic public school districts implementing IC Teams were analyzed for outcomes using logistic regression. Results included statistically significant differences in ELL versus non-ELL student initial team referral (IC or other prereferral intervention team) and ultimate IEP Team referrals. Initial referral concerns also differed significantly between ELL and non-ELL students. IC Teams were found to be more effective than existing prereferral intervention teams in decreasing the special education referrals of ELL and non-ELL students. The results of the present study serve as a foundation for future research in the areas of at-risk ELL students and their referrals to prereferral intervention teams and special education. ENGLISH LANGUAGE LEARNER SPECIAL EDUCATION REFERRAL AND PLACEMENT OUTCOMES IN INSTRUCTIONAL CONSULTATION TEAMS SCHOOLS by Arlene E. Silva Thesis submitted to the Faculty of the Graduate...
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...Reading Strategies for Ninth Grade English Language Learners Vanessa S. McQueen Student Number: 000-02-7502 In Partial Fulfillment of the Requirements with the Degree with Masters in Reading with Concentration in Inclusive Education The College of The Bahamas October 2013 Abstract Research in the field of reading strategies has been conducted repeatedly to ascertain the effectiveness of these strategies in assisting English Language Learners (ELL) to construct meaning from texts. However, little research has been done in The Bahamas to determine what Bahamian educators can do to support second language learners in their classrooms. This paper assesses: 1. The impact of Sustained Silent Reading on comprehension for ELLs 2. The impact of Think Aloud and Read Aloud on reading comprehension for ELLs. This research suggests that the use of these strategies can play an important role in students’ abilities to read and comprehend texts on their own. Direct instruction and modeling of the think aloud strategies increased the students’ confidence levels and the likelihood that they will use the strategies on their own. Key words: English Language Learners, Sustained Silent Reading, Teacher Think Aloud, Comprehension, Scaffolding, Schema, Prior Knowledge Reading Strategies for English Language Learners In the past ten years, The Bahamas has seen a significant increase in...
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...Section 5 School Examples, Student Case Studies, and Research Examples • School Examples, page 5.3 – School-Wide Screening, page 5.4 – Progress Monitoring, page 5.5 – Tiered Service Delivery, page 5.9 – Data-Based Decision Making, page 5.13 – Parent Involvement, page 5.16 – Resources, page 5.22 August 2006 Overview In November 2002, the United States Department of Education requested that the National Research Center on Learning Disabilities (NRCLD) identify, describe, and evaluate the implementation of responsiveness to intervention (RTI) in elementary schools throughout the United States. The NRCLD staff worked with the six Regional Resource Centers (RRCs) to identify potential sites and solicit school participation. More than 60 schools across the country initially were considered, and information from 41 of those schools was submitted. The NRCLD research staff reviewed the extensive amount of information submitted and judged that 19 of those schools were engaging in one or more commendable RTI practices based on a review of the following six components of an RTI service-delivery model: • School-wide screening. Screening is a type of assessment characterized by quick, low cost, repeatable testing of critical academic skills or behaviors and can be administered by individuals with minimal amounts of training. A screening measures whether a student should be judged at risk. If a student meets the criteria for at-risk status, he or she is considered for more in-depth...
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...Development in EFL Learners Supatranut Singhanuwananon 5506040111 Vocabulary Development in EFL Learners: Optimizing Lexical Competence Vocabulary teaching and learning in English language teaching (ELT) had been long considered unimportant until the light started to gleam gradually on the field in the 1980s to the 1990s (Nation, 2011; Henriksen, 1999). It has become widely known that slow vocabulary development blocks learners’ ability to comprehend L2 content through reading and listening (August, Carlo, Dressler, and Snow, 2005). Studies also show that because EFL learners have very much fewer productive vocabulary than receptive vocabulary, they often encounter difficulties in language production (Zhong, 2011). As an EFL learner myself, I have experienced such problems as well. Oftentimes, my vocabulary limitations interfere with my communication in L2. Therefore, it kindles my personal interest in studies of L2 vocabulary development. Because vocabulary has become one of the key elements in ELT and ELL, through decades, many research have been conducted to identify how vocabulary is learned and developed, and what factors that impede or boost learners’ lexical competence. Hence, this study attempts to respond to the research questions as follow: 1. What are existing vocabulary learning strategies that EFL learners use? 2. What are factors that affect vocabulary development in EFL learners? 3. What are effective vocabulary learning strategies for EFL learners? The findings...
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...an early childhood educator, you can help prepare this future generation of children to succeed in school. Chapter 1 of the textbook describes different strategies educators can use to support children in their classroom success. ECE 405 Week 1 ePortfolio Submission 1 Culturally Relevant Methods ePortfolio Submission 1: Culturally Relevant Methods. Throughout this course you will develop an ePortfolio that includes evidence of your cultural competence in each of the following areas: § CulturallyRelevantMethods § Anti-BiasCurriculum § DiverseFamilyStructures § MulticulturalEducation Using Chapters 1 and 2 of your text and at least one additional scholarly source, compile a list of 20 culturally competent strategies for English language learners (ELLs). At least five of your strategies should be appropriate for infants/toddlers, five strategies should be appropriate for preschool, and five strategies should be appropriate for early elementary age. You may select the age level for the five remaining strategies. ECE 405 Week 2 DQ 1 Culturally Relevant and Anti-Bias Classroom Culturally Relevant and Anti-Bias Classroom. Teachers can be genuine in their efforts to design and provide a culturally relevant and anti-bias classroom, but still fail to foster an environment where children are fully inclusive of others and free of prejudice. Our classrooms are filled with children and families from a variety of cultures and backgrounds. Imagine you are an early...
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...of assessment. Afflerbach (2005) discusses that the results from standardized reading assessments are “at best an approximation of the students’ actual achievement level” (p.158). Standardized test tell us if our student is above, at, or below proficient. They do not tell us what areas the student does well at or what skills they are lacking in. According to the work of Buly and Valencia (2002), “Students scoring below proficient on state assessments are usually placed in supplemental or remedial reading classes, which often focus on phonemic awareness and decoding skills at any grade level (Buly & Valencia, 2002). After being put in these “special help” reading classes, the student then goes back into content area classes (English, Math, Science) which all have difficult text where the student struggles with comprehension. The problem we are then faced with is students who can read the words on the page, but cannot comprehend the text. The focus for these students should instead be on fluency, vocabulary, and comprehension strategies. To help these students, we need to let go of the “surface-level approach” and supply our students with more “just right” text (Dennis, 2009). He also states that “students will benefit from explicit...
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...qualifying for free or reduced lunch. Currently, 6% of the student population has been identified as eligible for special education services (K-6), and 19% receive Title One reading assistance (K-3). There are 529 Sugar Grove families living in single-family homes, 27 of which live in mobile homes. Of the 766 students, 48 of them live outside of the Sugar Grove district having been given the option of attending Sugar Grove, if parents provide transportation. This school community believes that learning is a lifetime quest for academic excellence, personal achievement, and responsibility to the community and the world. They value the unique learning style of every child and the unique path each will pursue to become successful learners and responsible citizens. The staff and parents work to build a safe and caring environment for all members of our school community to engage in meaningful learning. To create the feeling of smaller communities within a large school, six teams have been organized, three teams of five to six classrooms at the 1st – 3rd grade levels and three teams at the 4th – 6th grade levels. All teams are in close physical proximity to each other. This structure offers several advantages. It allows common planning time for teachers across grade levels as the classrooms on each team are scheduled for the same lunch, recess, and specials area times. Students, for the most part, stay within a specific team for three years (1st – 3rd and 4th – 6th)...
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...Descriptive Framework The virtual organization that I selected for the Organizational Communication Analysis is Kelsey Elementary School. As a mother of a fifth grader, I am always interested in the communication efforts associated with elementary schools. In the past, school administrators and teachers were only able to communicate in person, through written correspondence, or by telephone. The technological advancements of the 21st century provide school faculty with the opportunity to connect with others using a plethora of communication methods, but the first step to conducting an Organizational Communication Analysis is to develop a framework that provides a clear description of the school. Kelsey Elementary School According to the school’s webpage, Kelsey Elementary, in partnership with families and the community, is dedicated to the growth and development of each student in a positive learning environment that will contribute to each student’s lifelong learning in a changing society. Kelsey Elementary is often used as a representation of all other elementary schools in the Kelsey Unified School District. Enrollment for the current school year is 500 students in grades Kindergarten through five. The city of Kelsey has a vested interest in the success of all students attending the city’s educational institutions. Kelsey Elementary is a primary stepping stone for students on their educational journey therefore; a solid educational foundation is vital. The People From...
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...functionality of the classroom. My purpose in the classroom is to create a free space where students can engage in critical thinking, making inferences and supporting their ideas and opinions with primary and secondary sources. I believe it is important to utilize up to date pieces of information to engross the student’s attention and participation in the classroom. Being that our students are technologically savvy I also believe it is important to incorporate technology into lesson planning. I am also fluent in Greek and am to communicate with students and parents from Greek-speaking households in hopes to promote their parents in the student’s education. In conjunction I make sure that I accommodate the ELL students by providing them the sources in both English and in their native language to ensure that all the students not only understand and comprehend the content but also be capable to draw their own ideas and thoughts from the sources. I believe that culture is a major factor in the classroom as well and it...
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...METHODS OF TEACHING LINGUISTICALLY DIVERSE STUDENTS LEDU 341/ SEED 541 SPRING 2015 ------------------------------------------------- PROFESSOR/CLASS INFORMATION Jenna Canillas Stein M.A. Course: LEDU 341/ SEED 541 Methods for Teaching Culturally & Linguistically Diverse Students Term: Spring 2015 Credit Hours/Units: 3 hours Class Time: Location: Section 01 – Thur. 4:30 -7:15 PM (Multiple Subject) ROOD 57 Section 02 – Thur. 7:20 - 9:50 PM (Single Subject) ROOD 57 E-Mail: Jennifer.stein@biola.edu Office Hours: T-12:45-4:15 PM; Office Location: SOE #20 W- 2:30-4 PM; TH 1-4 PM Meetings with Professor: Email or via SOE (Flora) Office Phone: x5651 School Website: www.biola.edu Dept. Website: http://education.biola.edu ------------------------------------------------- BIOLA UNIVERSITY MISSION STATEMENT TRUTH~TRANSFORMATION~TESTIMONY PATTERNS OF THOUGHT, HEART, AND ACTION The mission of Biola University is biblically centered education, scholarship, and service; equipping men and women in mind and character to impact the world for the Lord Jesus Christ. ------------------------------------------------- SCHOOL OF EDUCATION MISSION/VISION STATEMENT The mission of the School of Education is to equip Christian educators to impact, public, private, mission and homeschools through biblically centered education, scholarship, and service. The vision of the School of Education is to equip a generation...
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... Imagine You Are the Teacher It Is The First Teaching year at Lincoln Elementary School for Ms. Branson. She has 30 fifth-graders of whom 13 are girls and 17 are boys, 12 participate in the free and reduced lunch program, 5 are English language learners, and 4 have individualized education programs (IEPs). As she plans her lesson on paragraph writing, she is trying to keep the special needs of each of her students in mind. Because Jessica has a hearing impairment, Ms. Branson decides to make a written outline that includes the important parts of a paragraph and examples of good and bad paragraphs. She also decides to go over the outline several times because Fred and Alex have a reading disability. In her plan, there is also a note to herself to find a bigger pencil and wide-lined paper for Suzy, who requires these modifications according to her IEP. Based on past writing experiences, she expects Monica to finish writing her paragraph pretty quickly, so she needs to think about an appropriate second task to keep her busy and motivated—most likely, a creative writing assignment. Ms. Branson feels about ready for the lesson, except for Jung Ju, a recent immigrant from South Korea. He seems to be falling behind despite her efforts to help him develop English skills. After giving it some thought, she decides to have Jung Ju...
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...As the population of our students change it is our responsibility as educators to bridge the gaps that may stand between us and our students in order to give them the best possible opportunities for learning and success. Taylor and Fox (1996), assert that all learners bring a variety of linguistic and cognitive strengths from past experiences into the classroom and these strengths should be valued and utilized as learning tools. However teachers, according to Weinstein, Curran & Tomlinson-Clarke (2003), interpret and respond to their students behaviors from their own homogeneous cultural perspective. Although teachers may be unaware, they in fact may be acting in ways that are discriminatory. Discrimination occurs when teachers do not recognize when student behavior is related to culture. For example, in speaking with a former coworker, she was upset by the actions of one of her student who would not move his feet out of the aisle. She accidently tripped over his feet on multiple occasions and the student...
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