This video provides overview information about the Benchmarks and how they are used.
Transcript For general information about our webcasts or to be part of our studio audience in Washington D. Program description This minute webcast is a thorough introduction to assessment for teachers of English language learners.
Lorraine Valdez Pierce will discuss performance-based standardized assessments; assessment as a tool for informing instruction; use of assessment to reinforce reading comprehension; and student self-assessment and self-monitoring. Lorraine Valdez Pierce will also provide practical advice on how ESL and classroom teachers can collaborate when assessing English language learners and making decisions based on those assessments.
Tips on record keeping and rubrics are also included. Moderator Delia Pompa is the moderator of this webcast.
Transcript Studio Delia Pompa: Lorraine Valdez Pierce is here to help us. Pierce, before we talk about assessment, tell us a little bit about English language learners, some of the characteristics that make teaching — make teaching them challenging.
Well, there are three big areas that make teaching English language learners challenging. The three areas are language, culture, and previous educational experience.
When parents come from different cultures they may be less eager to run and participate in the American public school system. And then finally, the previous educational experience that these children bring may include literacy, or not literacy.
And this is a very important variable in assessing students. Could you go back and define — give us a little more information on each one. Language, could you define how that would be different?
What we would see there. What a teacher might see. Well, children who speak English as a second language, or bilingual children, come from, you know, overdifferent language backgrounds. And what we know is the closer the language is to English, such as a romance language, the easier it would be for that child to acquire the language.
But the more distance between their language, such as Russian, or Arabic, or Turkish, the more distance there is between the written language and the spoken language and English, the more challenge there might be in learning the English language. So the culture really reflects the styles of the different children and what their family values and what childrearing styles.
And finally, previous education. How does that play into it?
How does that make a big difference? Well, research tells us now, we have pretty clear evidence that says a child who brings native language literacy to the classroom has a tremendous advantage over the child who does not bring any kind of significant amount of native language literacy.
So what we want to determine then when a child comes to the classroom is whether or not they have literacy in the native language.Lorraine Valdez Pierce is an Associate Professor in the Graduate School of Education at George Mason ph-vs.com focuses on designing curriculum and assessment procedures for English language learners at the Center for Language & Culture.
"Assessing English Language Learners: Bridges to Educational Equity lays out a much needed practical process for instructional professionals to design equitable access to educational opportunity for English learners!
Assessing English Language Learners: Theory and Practice [Guillermo Solano Flores] on ph-vs.com *FREE* shipping on qualifying offers. Assessing English Language Learners explains and illustrates the main ideas underlying assessment as an activity intimately linked to instruction and the basic principles for developing5/5(2).
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An English language learner (often capitalized as English Language Learner or abbreviated to ELL) is a person who is learning the English language in addition to his or her native ph-vs.com instruction and assessment of students, their cultural background, and the attitudes of classroom teachers towards ELLs have all been found to be factors in ELL student achievement.