English Language and English Proficiency Levels

Carrie Wertepny field of force 1 Culture (Cross-Cultural Communications) mensuration 1 Culture as a Factor in ELLs Learning Why argon having Domains and ensamples important to teachers? Domains and bars sportswoman a huge part in giving teachers indicators on their childrens performances. We as teachers need trusted domains and tireds on identifying and monitoring the childrens performances throughout the classroom. Having standards each(prenominal)ows us as teachers to indicate their levels of ability and performances to be met. Their argon three levels of standards that fire be mea receivedd on the childrens ability how well they perform.The three types of standards that teachers use argon Approaches Standards, Meet Standards and Exceeds Standards. (2003. by teachers of side speakers of another(prenominal) spoken communications, Inc, TESOL) In Culture (Cross-Cultural Communications) the endureing domain of five. Thisis an important factor in ELLs to learn and understan d the quarrel intimacy from the versatile backgrounds. The most recent survey says in (2005-2006) the existence of ELLs is up approximately10 percent of the total earth nurture enrolled and increasing e actuall(a)y year. (Why TESOL? pg 5-6) Why TESOL?States, Providing for the incline Language learners is one of the train districts prominentest challenges. Their are many indicators we eject use to swear out us engage in our childrens diversity. Some ideas I found interesting to dish out would be, dis contend artifacts from polar cultures. Celebrating ethnic holidays throughout the year would be a great way to avouch others and help the children feel comfortable. I believe that acquiring to k like a shot your disciples background and engaging in their life stories give help us succeed and be effective in their study for ELLs andtheir divers(prenominal) background.Performance Indicators 1. 1. a. Understand and apply knowledge more or less cultural values and beli efs in the context of teaching and learning of ELLs, from different backgrounds and at vary English improvement levels. 1. 1. b. Understand and apply knowledge of concepts of cultural competence, particularly knowledge astir(predicate) how cultural identities affect learning and academic progress for students from versatile backgrounds and at varying English progress levels. 1. 1. c. Use a graze of resources in learning well-nigh the cultural experiences of ELLs and their families to guide curriculum instruction and instruction. . 1. d. Understand and apply knowledge rough the effects of racism, stereotyping, and discrimination in teaching and learning of ELLs from assorted backgrounds and at varying English proficiency levels. 1. 1. e. Understand and apply knowledge about home/school connections to name partnerships with ELLs families (e. g. , Parent Leadership Councils (PLC)). 1. 1. f. Understand and apply knowledge about concepts related to to the interrelationship b etween language and culture for students from diverse backgrounds and at varying English proficiency levels.Course Indicator(s) How I conditioned about this Standard order that I learned about this standard TSL 4080 1. 1 Why Tesol? fissureters 1-4 master key video, You tube TSL 4081 Domain 3 Methods of Teaching English to Speakers of Other Languages (ESOL) Standard 1 ESL/ESOL Research and History Teachers go forth demonstrate knowledge of history, public policy, research and flow rate practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for ELLs. See attached paper) Performance Indicators 3. 1. a. plant knowledge of L2 teaching methods in their historical context. 3. 1. b. shew awareness of current research relevant to best practices in second language and literacy instruction. 3. 1. c. manifest knowledge of the evolution of justnesss and policy in the ESL profession, including computer program models for ELL instruction. Course Indicator(s) How I learned about this Standard Evidence that I learned about this standard TSL 4080 3. 1 Why Tesol? School research paper and Reserch TSL 4081 Hyperlinks to (attached documents moldiness be saved in the Portfolio folder) Attachment(s) School research paper URL(s) sum-up See attached paper, for Domains 1,3,5 Domain 5 Assessment (ESOL Testing and Evaluation) Standard 1 Assessment Issues for ELLS Teachers result understand and apply knowledge of mind issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels.Examples include cultural and linguistic bias testing in two languages sociopolitical and psychological factors special education testing and appreciateing giftedness the importance of standards the struggle between formative and summative opinion and the difference between language proficiency and other types of sound judgement (e. g. , standardised achievement tests). T eachers will in addition understand issues around accountability. This includes the implications of standardized assessment as opposed to performance- ground assessments, and issues of accommodations in formal testing situations.As teachers it is very important to understand and beware of the polar testing and assessing the students. Testing and assessment are two very different things. Mitchell (1992) states that a test is a single-occasion, one-dimensional, and meterd exercise, usually in sextuple choice or short-answer form. (Why Tesol, pp 201) Tests are stipulation(p) in the same time frame and the conditions never change. They call these standardized tests. Not all standardized tests work for everyone, especially English Language Learners (Ell)s . An assessment on a student is a done on a wider range of a scale.We as teachers need to get a more oral assessment on the knowledge, background, history, language where the (ELL)s came from. Upon entering a new school for the starting time time, us as teachers need to know everything about our students background and language. We ask every parent or guardian to execute out an Home Language Survey (HLS) which in tails about 3-5 questions about their language used at home. This (HLS) will give us an indication how much school the student has had and a background about their family as well as their native language.It is up to administrators to make sure the students are placed correctly and teachers to watch and document their language ripening throughout the year. As for the testing and assessing, formal and predicateal are a type of assessment that is brought in to teach ESL students. It is important to test them on their linguistic skills, which include, phonology, morphology, syntax, and vocabulary. These are just language assessments instruments that are used to pin down the results on what is being taught by teachers. Formal measures are base on standardized test.They are very structured, timed a nd trained to be given and administered by very strict rules. It is just abouttimes very hard for and (ELL)s to stimulate a formal test due to their reading,writing capabilities. As for informal measures, they are a little more hands on learning. As teachers we locoweed do activities and determine students strengths orally and visually. Their is no set time and can be given in various languages not just English. It is very important the student is assessed correctly for the correct status in his/her program.It is too very important to understand the federal official laws that coincide with the equal educational opportunities for all students regardless of national origin, ethnicity,or languages. (Why TESOL? , 2010) The consent decree was a law that was passed that dwells of six different principals to be met in each section. Each (ELL)s student has to be assessed in six steps which include identification, portion and prostrate programming (LEP), personnel, monitoring and out come measures. (Why TESOl? pp 210) After the (ELL)s are measured they now are placed in a certain level.Levels such as (A1- E) each of these levels indicate what (ESOL) service or basic program they will be placed into. Making sure the proper assessments are given before, during and after school is very crucial to ones learning. The very initial start of school is the most important evaluation and steps that need to be taken to follow the correct standards and laws for the English Language Learner. Performance Indicators 5. 1. a. Demonstrate an understanding of the purposes of assessment as they relate to ELLs of diverse backgrounds and at varying English proficiency levels. 5. 1. b.Identify a variety of assessment procedures countenance for ELLs of diverse backgrounds and at varying English proficiency levels. 5. 1. c. Demonstrate an understanding of appropriate and valid language and literacy assessments for ELLs of diverse backgrounds and at varying English proficiency levels. 5 . 1. d. Demonstrate understanding of the advantages and limitations of assessments, including the array of accommodations allowed for ELLs of diverse backgrounds and at varying English proficiency levels. 5. 1. e. Distinguish among ELLs language differences, giftedness, and special education needs.Course Indicator(s) How I learned about this Standard Evidence that I learned about this standard TSL 4080 5. 1 Why Tesol? Chapters 22-26 Power point/ You tube TSL 4081 Standard 2 Language Proficiency Assessment Teachers will appropriately uses and construe a variety of language proficiency assessment instruments to meet district, state, and federal guidelines, and to inform their instruction. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse ackgrounds and at varying English proficiency levels. Teachers will articulate the justness of ELL assessments to stakeholders. Factors influencing the assessm ent of English Language Learners are very important to understand. Language factors and guidelines consist of * Different linguistic backgrounds- * alter levels of proficiency in English * vary levels of proficiency in native language educational Background Factors * Varying degrees of formal schooling in native Language Cultural factors can also be a great source that adds complexity of appropriate assessing and (ELL)s student.T To plan the assessment, polls are taken by the general student population, which includes English Language Learners. Test taking is a way to getting a clear and valid interpretation of the students ability. Testing is done for all major purposes. They can be used to evaluate readiness for advancement, or for remediation. It is very important according to the laws that modifications must be made for ESOL students, based on the level and language skills of comprehension. It is very crucial that teachers dont wait until the know enough to instruct the, in s chool content. Educational Testing Service, 2009, ETS, the ETS logo) It so happens that in many states, ESOL students who have been in the ESOL program for less than two years might be exempted from taking other testing. It is very important that the ESOL committee and school districts of that state evaluate all testing for ELL learners. (Why TESOL? p. 223-225) Domain 5 Assessment (ESOL Testing and Evaluation) Standard 2 Language Proficiency Assessment Teachers will appropriately use and interpret a variety of language proficiency assessment instruments to meet district, state, and federal guidelines, and to inform their instruction.Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders. Performance Indicators 5. 2. a. Understand and implement district, state, and federal requirem ents for identification, reclassification, and exit of ELLs from language sign programs, including requirements of the LULAC Consent Decree. 5. 2. b. Identify and use a variety of assessment procedures for ELLs of diverse backgrounds and varying English proficiency levels. . 2. c. Use multiple sources of information to assess ELLs language and literacy skills and communicative competence. Course Indicator(s) How I learned about this Standard Evidence that I learned about this standard TSL 4080 5. 2a5. 3b Why TEOL? Chap 25 Online E-Learning Journel TSL 4081 Standard 3 Classroom-Based Assessment for ELLS Teachers will identify, develop, and use a variety of standards- and performance-based, formative and summative assessment tools and techniques to inform instruction and assess student learning.Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency level s. Teachers will articulate the appropriateness of ELL assessments to stakeholders Colorin Colorado (2007) states Informal assessments (also called authentic or alternative) allow teachers to track the ongoing progress of their students regularly and often. While standardized tests measure students at a particular point in the year, ongoing assessments provide continual snapshots of where students are throughout the school year.By using informal assessments, teachers can target students particularised problem areas, adapt instruction, and intervene earlier rather than later. Adapted from east Stream Center on Resources and Training (ESCORT). (2003). Help They dont speak English. shabu Kit for Primary Teachers. Oneonta, NY State University College. It is important to identify and develop certain assessments in a classroom. We as teachers can use performance based assessments by evaluating the language proficiency and schooling through oral reports, speeches, demonstrations, pen work and personal portfolios.Here some examples of assessment activities that are geared up for ELL students, for their English speaking proficiency. * Reading buddies * Story telling * Role playing * Visual prompts with writing * Oral note taking * Telling a story with picture books * Playing fun games * Brainstorming with buddies These are some of hundreds of ideas for teachers to develop assessments with different techniques and tools. Teachers can track their growth an ability for placement for the student. Domain 5 Assessment (ESOL Testing and Evaluation)Standard 3 Classroom-Based Assessment for ELLs Teachers will identify, develop, and use a variety of standards- and performance-based, formative and summative assessment tools and techniques to inform instruction and assess student learning. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders.Performance Indicators 5. 3. a. Use performance-based assessment tools and tasks that measure ELLs progress in English language and literacy development. 5. 3. b. Understand and use criterion-referenced assessments appropriately with ELLs from diverse backgrounds and at varying English proficiency levels. 5. 3. c. Use various tools and techniques to assess content-area learning (e. g. , math, science, social studies) for ELLs at varying levels of English language and literacy development. 5. 3. d.Prepare ELLs to use self- and peer-assessment techniques, when appropriate. 5. 3. e. give ear ELLs in developing necessary test-taking skills. 5. 3. f. Assess ELLs language and literacy development in classroom settings using a variety of authentic assessments, e. g. , portfolios, checklists, and rubrics. Course Indicator(s) How I learned about this Standard Evidence that I learned about this standard TSL 4080 5. 3a,5. 3c5. 3d Why TESOL? http//www. colorincolorado. org/educators/assessment/informal/ TSL 4081