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Assessment of Ell's

In: English and Literature

Submitted By tbostic
Words 698
Pages 3
ELL 240
Week 2 Assignment 1
Topic: Assessment and Placement of English Learners
Thelma Bostic
Michelle Schwab
July 21, 2015

Assessment serves one main purposes when placing English language learners in the appropriate educational programming. There are different types of educational programming available but each program varies from state to state. The main purpose of the assessment is to make sure the English language learner is placed in the appropriate educational program. If the English language learner is placed in the wrong educational program it will be detrimental to the development of the English language learner. The educational program has to fit the needs of the English language learner so they are able to become proficient in English and to have academic success.
There are several challenges that emerge when assessing English language learners. The first one I will discuss is the lack of common criteria for identifying English language learners and tracking their academic performance. According to the U.S. Department of Education, English language learners are defined as students between the ages of 3 and 21 enrolled in elementary or secondary education, often born outside of the U.S. or speaking a language other than English in their homes, and not having sufficient mastery of English to meet state standards and excel in an English language classroom (Short & Fitzsimmons 2007). States vary in how they use the Department of Education’s definition and usually have their own method of making classifications. The states also differ in how they determine whether an English language learner is proficient enough to no longer need the services required when they initially enter the educational program. With so many variances between the states and Department of Education definition it’s hard to track how successful education programs for English language learners really are (Short & Fitzsimmons 2007).
Some possible solutions to solving the above challenge is standardizing the definition for English language learners, formalizing a nationwide program of how to track English language learners once they have successfully completed an educational program, if definitions are not standardized then a matrix should be created to compare results from state to state. These are just a few of the solutions I was able to find. I’m sure there are more available (Short & Fitzsimmons 2007).
The second challenge with assessing English language learners is lack of appropriate assessments. The standardize test given by each state mainly focuses on academics subjects like reading, math, science, and writing. These tests don’t take into consideration of the test takers proficiency level in the English language. For example let’s say an English language learner’s first language is Spanish and two tests are given one in Spanish language and another in English language. The way the system is currently set up the English language learner could potentially have subpar tests results for the test given in English language. If you turn around and give that same test in the Spanish language the English language learner has satisfactory test results so the issue isn’t with the English language learners academic knowledge but with their English proficiency. So what happens is because the individual is labeled and probably given remedial courses which is not the correct solution or fixing the main issue. This also makes it difficult on the instructor’s as well because they try preparing the student academically when it should be focused on English language progression (Short & Fitzsimmons 2007).
There are several possible solutions to the lack of appropriate assessments challenge. They are as follows: standardized tests in several languages, large scale standardized tests in the native language, language threshold measures, testing accommodations, measures to determine the English language learners literacy development, and data systems that supply English language learners information. Not any one solution will solve this challenge but a combination between would be satisfy and no longer make lack of appropriate assessments a challenge (Short & Fitzsimmons 2007).

References
Short, D.J & Fitzsimmons S., (2007). Double the Work Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners
Syrja, R.C. (2011). How to reach and teach English language learners: Practical strategies to ensure success. San Francisco, CA: Jossey-Bass.

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