...Alignment of Academic Standards with ELL Proficiency Standards Laura Hardin Grand Canyon University ESL-523N May 8, 2011 Abstract This essay focuses on standards-based instruction and its effects on English language learners. Furthermore, this discussion will address the purpose for creating ELL Standards and the resulting benefits the standards provide both teachers and students within ELL departments throughout the country. As the amount of second language learners steadily increases, it is critical that the components necessary to decrease the language barriers, which can negatively affect students’ daily performance, be analyzed and modified as necessary. In 1983, a report titled, A Nation at Risk: The Imperative for Educational Reform, was released under President Reagan’s National Commission on Excellence in Education (“A Nation at Risk”, 2006). The statistical information gathered in this report compared the performance of American high school and college students to that of their peers in other advanced countries. This study identified several risk factors in regard to the public education system in the United States. For example, commission research found that American students failed to place first or second on any of the nineteen academic tests administered internationally and in fact placed last on seven of those nineteen assessments (National Commission on Excellence in Education, 1983). In addition, the study showed a steady decline...
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...ELL Proficiency Standards Randy Poehler Grand Canyon University Advance Methodologies of Structured English Immersion ESL-533N Jeri Jorgenson-Zwibel November 27, 2012 ELL Proficiency Standards Listening and Speaking Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge. | Pre-EmergentSpeak with clarity and use appropriate intonation when reading and reciting texts | | EmergentSpeak with clearness and use correct inflection when understanding and speak when reading to the class, and then be able to write a story a summery | | BasicSpeak with clearness and use correct inflection when understanding and speaking when reading to the class, and then be able to write a story a summery. The student will have to read aloud and write a summary about the another students story. | | Low IntermediateSpeak with clearness and use correct inflection when understanding and speaking when reading to the class, and then be able to write a story a summery. The student will have to read aloud and write a summary about the another students story | | High IntermediateSpeak with clearness and use correct inflection when understanding and speaking when reading to the class, and then be able to write a story a summery. The student will have to read aloud and write a summary about the another students story. Tell authentic and imagined stories using a gathering of recognizable words into a story. | | Correlating language...
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...December 2, 2012 English Language Teaching: Foundations and Methodologies Alignment of Academic Standards with ELL Proficiency Standards In 2001 the federal government put into action what is known as the No Child Left Behind Act or the NCLB, changing the foundations and the administration of educational instruction in our American educational systems. Written within the federal law of the No Child Left Behind Act the government requires states to include English Language Learning or ELL students in state assessments and assess students language proficiency with valid, reliable assessments in the areas of oral language and reading and writing skills, but more specifically comprehension of speaking, reading, listening, and writing the English language. Also included in the NCLB Act are the provisions that these assessments given must also assist in assessing students in their attainment of the states academic achievement standards. (NCLB, 2001) With the development and creation of these federal standards being implemented into the educational system a new approach needed to be maid and assessed in how states and schools were acclimating and appropriately assessing English Language Learners. With the ever so growing population of non-English speaking students being implemented into the government regulated educational systems over the last several decades something needed to change. Even just the population and growth of English Language Learners has increased by over...
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...(2013), the 44 states that implemented the Common Core Standards these states are working “to ensure the required standards are included and the U.S. Department of Education (USED) is requiring participating states to revise their NCLB assessments” (p.8). While this alignment of standards promotes a unity between states and helps to promote college preparedness (p.8), it fails at considering the needs of English language learners. Some states, like Illinois and Arizona have created standards that help teachers to understand ELLs and consequently develop instruction that can be differentiated for their various proficiency levels. No two ELLs enter school at the same proficiency level or with the same experiences. This diversity makes it quite challenging for teachers to accommodate every learner. Consequently, teachers can use the Arizona English learner standards to supplement the Common Core Standards in an attempt to differentiate instruction for their ELLs. The standards address all proficiency levels, including pre-emergent, emergent, basic, low intermediate, high intermediate, and proficient. Obviously, the strategies that are adequate for general education students and proficient ELLs would not suffice for those at the pre-emergent or even the low intermediate stage. Therefore, differentiation is absolutely necessary. Differentiation would vary at the different stages as well as take into consideration ELL proficiency levels. For instance, in grades one and two, which...
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... Due to the fact that I live and teach in Florida, I will be basing the information researched for this paper on the Florida State Standards, Laws and the Department of Education Procedures. As defined by the Florida Statutes an English Language Learner (ELL) is “an individual who was not born in the United States and whose native language is a language other than English; an individual who comes from a home environment where a language other than English is spoken in the home; or an individual who is an American Indian or Alaskan native and who comes from an environment where a language other than English has had a significant impact on his or her level of English language proficiency; and who, by reason thereof, has sufficient difficulty speaking, reading, writing, or listening to the English language to deny such individual the opportunity to learn successfully in classrooms where the language of instruction is English” (Florida Department of Education, 2007.Pp.1). Individual states have a process for initial identification in order to determine affiliation of linguistic minority students, assess their English language efficiency level using an English Language Proficiency assessment, screener, or placement test (National Research Council of the National Academies, 2011). Florida is one of four states to use and English Language Proficiency (ELP) assessment as an initial identifier for ELLs (National Research Council of the National Academies, 2011). According to Florida...
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...What might be the implications for practice from the conclusions of the study? The conclusions of the study might influence curriculum design, teaching technique and initial assessment processes to better address the needs of the students. 9. What ethical issues were addressed? How were they addressed? (Here you might need to infer how the researcher or researchers met high ethical standards.) I did not see any outward indications of how ethical issues were addressed. That being said, it seems like the researchers were quite interested in finding connections that would enhance a non-academic learner’s ability to learn English. This alone would suggest that they have high standards for an inclusive environment which would provide insight into helping these students and others learn the language skills necessary to function in American society. 10. What questions might you ask the researcher(s) if you were able to discuss the study with her/him/them? I had several questions that came to mind after reading the study. Some of them are noted...
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...Knapp (Alignment of Standards)succeed within the classroom. Educators can assess how students are doing by giving thestudent’s a variety of assessment methods making sure to differentiate their instruction in thecontent areas of reading, writing, and listening and speaking so that the diverse needs of everylearner is meet. Overall, the simplest way to look view this whole idea is to remember thestandards-based instruction begins by identifying the relevant standards and planning instruction,then deliver the instructions and finally evaluate whether the instruction has been masteredaccording to the standards (Hinkel, 2005).Along with the comprehensive ELP Standards that Oregon has developed it has also provided detailed proficiency levels. These grade-by-grade standards were developed to helpteachers move LEP students to full fluency in English and to proficiency on the Oregon English-Language Arts (ELA) Standards (ODE, 2011). The state of Oregon has implemented thisrefinement because they believe that it is needed so teachers can better assess the progress of their students. The proficiency levels addressed are levels 1-5. A student at level one isconsidered beginning and just starting out with English, while a level 5 is a student who isconsidered advanced and is ready to be exited from the ELL program. What I like about thisleveling system is that it gives the teachers an idea of where to start differentiating a student’sinstruction of curriculum. LEP students working at the...
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...University: ESL 533N August 21, 2013 Abstract The reason for writing this essay is to inform the reader about the processes students go through to be categorized as English Language Learners (ELLs). The administrators and educators have to follow steps to determine if a child is considered to be an ELL student. In the state of Mississippi, tests are provided to students who are entering school whom may be labelled as English language learners. The test will assist instructors with programmatic placement determinations such as identification and placement of ELLs. These assessments are called W-APT which stands for WIDA-ACCESS Placement Test. It is considered to be English language proficiency “screener” test. The tests are written from the WIDA’s five English Language Proficiency (ELP) standards: Social and Instructional Language, Language and Language Arts, Language of Mathematics, Language of Science, and Language of Social Studies. The test approaches the four communication domains of listening, talking, speaking, and writing. The Kindergarten W-APT is given to student in the second semester pre-K, Kindergarten, and first term 1st graders. Also, the paper will discuss the alternative assessment formats and importance of each one. There are many immigrants that are living in the United States. Over the past 30 years, the population of immigrants have increased more than 14 million. English language learners are reported to be revealed as a new population. ELLs...
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..._____________________________________________ Date: ____________________________ Grade Level________ Teaching Context | Curriculum or Content Area: | #_______ of students in my class, of which _______ are ELLs | My ELLs’ linguistic and cultural background(s): | My ELLs’ level(s) of English Proficiency: WIDA ACCESS Spring 2013See WIDA “Can Do” descriptors to help connect proficiency level with ACCESS scores | Student(s): | Reading | Writing | Speaking | Listening | Literacy[Reading 50%, Writing 50%] | Oral Language [Listening 50%, Speaking 50%] | Comprehension [Listening30%, Reading 70%] | Overall Listening 15%, Speaking 15%, Reading 35%, Writing 35%] | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Other support services that my ELLs receive: | Lesson Standards and Objectives | Common Core State Standards (discipline, standard number, and description): | Content Objective(s): | Language Objective(s): Language Objectives should be directly linked to the language skills students will need to be successful in achieving the content objective.Language Objectives Differentiation for Proficiency Levels: | Mentor Text or Source: | Targeted Tiered Vocabulary from Mentor Text or SourceTier 2 & Tier 3 words should be integrated into student product/assessment. | Tier 1 wordsBasic words most children know in their primary language: may include connectors or compounds | Tier 2 wordsEssential...
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...\ Introduction Standards direct the course of the curriculum, instruction and assessment in the US schools. Most of the pedagogical decisions made at the school and district levels are shaped by the standards set by the state and mandated by the federal government. These standards serve as an instrument for the definition of the language and the content that all students including English language learners (ELLs) are expected to achieve (Fenner, 2012). In this article, Fenner and Segota tackled the importance of the English language proficiency (ELP) standards, professional teaching standards and Common Core standards, their impact on ELLs and the interrelation between them. In order for ELLs to meet the academic competencies embodied in the standards, it is necessary that they acquire the social and intercultural competence and academic language proficiency across content areas. The academic language competencies embodied in the content-area standards require quality instructional delivery that intertwines language development and content. States are mandated by the No Child Left Behind (NCLB) legislation to create language standards to assist ELLs in developing English language proficiency (ELP). The ELP standards are designed to bridge the gap between language acquisition and content proficiency for ELLs. Ensuring that ELLs have the academic language proficiency allows them to navigate through information, engage with new learning, and produce high level of achievement...
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...CORRELATION ANALYSIS BETWEEN LANGUAGE AND MATHEMATICS LEARNING ACHIEVEMENT OF GRADE 10 STUDENTS IN SOCORRO NATIONAL HIGH SCHOOL An Undergraduate Thesis Presented to The Faculty of College of Education Bucas Grande Foundation College Socorro, Surigao del Norte In Partial Fulfillment Of The Requirements for the Degree BACHELOR OF SECONDARY EDUCATION Major In English DINGDING, CRISNA D. PIEDAD, JESIRYL V. CHAPTER I THE PROBLEM AND ITS BACKGROUND Rationale English, the second language in Philippines plays an important role as a means of communication in many parts of the world, and is considered important in order to absorb and develop technology, art and culture and also to maintain good relationship with foreign country. English is also the tool to communicate and interact with foreign people and international audiences. English has been acknowledged as the medium of great deal of the world’s knowledge (Crystal, 1999). In this case, the educational institution plays an important role in supporting the teaching of English. In learning English, there are four language skills that have to be mastered by learner. According Ronny (2009), we have to learn at least four language skills: (1) listening (2) speaking (3) reading (4) writing. Every aspects on the process of teaching and learning, assessing students, giving instruction, even the books are in English. That is why the students are supposed to be master in English to make them easy to understand another...
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...ADMISSIONS USE ONLY Prev ID POSTGRADUATE APPLICATION FORM Return form to: Postgraduate Admissions Office Aberystwyth University Student Welcome Centre Penglais Campus Aberystwyth SY23 3FB, UK Please refer to accompanying Guidance Notes. Please complete ALL sections in black or blue pen using CAPITAL LETTERS 1: PERSONAL DETAILS AND CONTACT INFORMATION SURNAME / FAMILY NAME: PREFERRED FIRST NAME: FIRST NAME / GIVEN NAME(S): FORMER NAME (WHERE APPLICABLE): TITLE (MR / MRS / MS ETC) GENDER: MALE DATE OF BIRTH (DD/MM/YYYY) CORRESPONDENCE ADDRESS (IF DIFFERENT): FEMALE PERMANENT ADDRESS: TO (DD/MM/YY): FROM (DD/MM/YY): POST / ZIP CODE: POST / ZIP CODE: COUNTRY: COUNTRY: TELEPHONE: TELEPHONE: MOBILE: MOBILE: E-MAIL (MAIN): E-MAIL: 2: NATIONALITY AND PERMANENT RESIDENCE COUNTRY OF BIRTH: Is your permanent home in the UK? NATIONALITY: DUAL NATIONALITY (IF APPLICABLE): Yes No Yes No VISA STATUS ( NOT APPLICABLE TO EEA AND SWISS NATIONALS) DATE OF FIRST ENTRY TO UK: Indefinite Leave to Remain in UK? AREA OF PERMANENT RESIDENCE: RESIDENTIAL CATEGORY: Do you require a visa in order to study in the UK? Yes No PASSPORT NUMBER: PASSPORT EXPIRY DATE: TYPE OF VISA/ENTRY CLEARANCE: AGENT DETAILS (IF APPLYING THROUGH AN AGENT) AGENT COMPANY NAME: ADVISOR’S NAME: AGENT E-MAIL: Do you currently hold a visa to study in the UK? VISA EXPIRY DATE: ...
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...creativity to learn new skills and develop my talents to help me advance in career. Academic Profile | * Bachelor of Business Administration (B.B.A) Passing year: 2013 Major: Accounting Result: CGPA 3.13 (Out of 4.00) Southeast University * Higher Secondary Certificate (H.S.C) Business Studies Group Passing year: 2008 Result: GPA 4.50 (Out of 5.00) Dhaka Commerce College * Secondary School Certificate (S.S.C) Business Studies Group Passing year: 2006 Result: GPA 4.44 (Out of 5.00) College of Development Alternative (CODA) Language Proficiency | * Bengali: Excellent * English: Standard * Successfully completed an English language course CELP (Certificate of English Language Proficiency) organized by Southeast University and scored “Very Good”. Computer Skills | * Hardware: Microsoft Windows based PCs (Personal Computer) * Software: Microsoft Word, Excel and PowerPoint * Comfortable using the internet and working with e-mail. Experience | I worked in BRAC Enterprises at BRAC Centre,75,Mohakhali,Dhaka as a contractual employee for 4 months from February 2013 to June 2013. Personal Information | Name : Md. Imtiaj Parvej Father’s Name : Md. Zakir Hossain Mother’s Name : Safia Sultana Date of Birth : 25/03/1991 Nationality : Bangladeshi (by birth) Religion : Muslim (Sunni) Gender...
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...Correlation of English Proficiency between Academic Performances in Selected Bachelor of Science in Hotel and Restaurant Management Students in Laguna State Polytechnic University Los Baños – Campus Submitted to the Faculty, College of Hospitality Management and Tourism, Laguna State Polytecnic University Los Baños Campus, Los Baños, Laguna In Partial Fulfillment of the Requirements for Methods of Research Samantha L. Banasihan Mark L. Banasihan CHAPTER I THE PROBLEM AND ITS BACKGROUND Introduction The importance of English language for enhancing educational attainment through improved communication ability can never be over emphasized. Students who have so much difficulties with their communication skill in English language may not function effectively, not only in English language but in their academic and this is no reason than the fact that English language in Philippines today is the language of text-books and the language of instruction in schools. When English Language proficiency is high, it will definitely affect and improve the academic performance of such students. Nevertheless, where the proficiency in English is lacking in any academic setting, it will definitely lower the academic performance of such students. The competency in English significantly determines performances in intelligence or academic tests. The explanation above seem to suggest that mastery of English language is very importance even in students’ academic performances...
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...Chapter 1 The Problem and its Background Introduction According to Maraya (2013), excellent academic performance is an ultimate goal of study for every student because it provides the half way of success in the future. Students need to know how they can earn the achievement in academic performance. As being students, the perception on study habits is necessary. Therefore, the objectives of this study are to find out students’ perception on their study habits and to evaluate whether study habits of Grade 5 and Grade 6 students in SMA has positive relationship with their academic performance in Learning English. Measures of study behaviors, also called study skills, strategies, or techniques, can serve as diagnostic tools to help instructors identify students in need of additional help and can also provide a better awareness of a student’s strengths and weaknesses and, correspondingly, ways to optimize his or her learning. Study behaviors can be broadly defined as behaviors functioning to acquire, organize, synthesize, evaluate, remember, and use information (Crede & Kuncel, 2008; Gettinger & Seibert, 2002). Such behaviors include time management; goal setting; selecting what, how, and where to study; taking good notes; reading; and self-testing. Researchers have divided the many specific study behaviors into four main categories: repetition-based (e.g., flashcards), cognitive-based (e.g., studying with a friend), procedural (e.g., time management), and metacognitive...
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