English Language Learners: A Qualitative Study

As our nation shifts towards a more culturally diverse population both educators and families have to find a common ground to ensure that English Language Learners are academically successful. All stakeholders must carefully consider the social cultural impact on an ELL education. The process of raising bilingual learners take more than a language a school and a language learned at home. The transition must have a purpose and a goal.

History class is not the only issue among students; the nation’s standardized test also leaves Native students behind their peers. Many questions are “Eurocentric and culturally bias” resulting in many students who have grown in a traditional customs unable to answer the questions (Robertson). Many school curricula does not build on the students strength of the student, it is only if the strength and skill is of the dominate culture that it will get attention (Landsman and Lewis 182).

The all too familiar situation of English language learners (ELLs) struggling in a classroom that is not meeting their needs is the theme of this short film. ELL’s present unique challenges for teachers given how the California educational system calls for only one year of English language development (EDL). After this time, English language development goals rest on the shoulders of the general education teacher with the additional requirement of infusing SADIE strategies into their daily lessons.

Impact of Current Political climate on English Language Learners Students and funding in the public school.

The test is administered in the spring and the results provide students, teachers, and parents with an objective view of the student’s strengths and weaknesses. The listening and speaking scores are combined to obtain an overall scale score, as are the reading and writing scores. The overall performance is determined by the scores in each combined area. A conversion chart is provided in each grade band, to convert the raw score to a scale score. Then depending on where the scale scores land will give you the placement level that the student is at. To move from one level to another both component scores must land in the upper level range. A student, who advances in only one

These types of tests are similar to math and reading data but are collected differently.

The data from the pre-test can be used to adjust what the teacher covers during the activity, such as a student understanding the difference of the adjustment knobs and instead needing a deeper understanding of how each knob affects the image of the specimen. This could also be seen in an improvement from the pre-test to the post-test, such as a student meeting the objective successfully after instruction. Both assessments could also be used to gauge how well the students understood the information the activity presented and help the teacher adjust further learning and lessons afterwards, by including more instruction on how the microscope functions during a practical application test, such as an experiment using a

Presently there is a rising number of English Language Learners (ELLs) entering into classrooms all over the country. According to the three research studies that I utilized, there are several varied assessment approaches for teaching ELLs in reading (Davis-Lenski, Ehlers-Zavala, Daniel, & Sun-Irminger, 2006; Dreher, & Letcher-Gray, 2009; Ebe, 2010). English Language Learners (ELLs) consistently struggle with some aspects of reading because, they lack background knowledge in terms of the generalized text selections, which they are often given (Davis-Lenski, Ehlers-Zavala, Daniel, & Sun-Irminger, 2006; Dreher, & Letcher-Gray, 2009; Ebe, 2010). The data across all three journal documents agrees that there is an achievement gap where ELLs

Speech-language pathologists play a significant role in evaluation and intervention with English Language Learners. More and more SLPs are playing a teacher role in the academic environment. The role and responsibility of a speech-language pathologist is essential when identifying the most ethical and appropriate services to meet the individual needs of the student. However, evaluating ELL students can be challenging from a clinical standpoint and typically is complicated by many factors including, personal, institutional, and society interests. Many school based SLPs are not proficient in a second language and therefore are not adequately trained to provide nonbiased bilingual assessments. Current practices in speech-language pathology support the decision making process for the family and their priorities when identifying assessment and treatment options. Consideration for implementing strategies that will benefit the student most should not be overlooked.

7. a) How are the scores reported? b) What kind of scores does the instrument yield?

During the short answer portion, we see that students did better on the immediate test than that of the delayed testing (the test with no prior testing).

CONTEXT Katie, aged 15, is a highly motivated student from a family with a strong educational background, currently living and studying in a British-style International School in Ho Chi Minh City (HCMC), Vietnam, and is a member of the increasing group of globally-mobile students. Katie can be solidly placed into the “entering phrase” of the transition from Taiwanese national to immigrant in a Western society, where she “has decided to become part of the new community, but is still figuring out what that means” (Hayden 2006:53) at the age of thirteen. She is an example of what has recently been identified as a common occurrence for international school students, children going through a “sojourner adjustment” (McKillop-Ostrom 2000), as can

Unlike the pretest where I had many days to administer my pre assessment, I only had one day to try to get in twenty-six post assessments. My Impact project ran the three weeks leading up to fall break and I wanted the students to be able to get through the design and building process of their structure before I began administering the post assessment. In a perfect world, I would have waited until the fourth week to administer it when the structures would have been completed and we could have evaluated them for effectiveness. However, with fall break and a deadline for my Impact project, I had to administer it the Thursday before fall break. I was only able to get twenty-two of the twenty six students for the post test, and my data had to be

ESL students are students that speak English as a second language. Presently, there is many different system to characterize this type of students (qtd in Shi, Steen 63). For example, they can be seen as “English Language Learners (ELL), English for Speakers of Other Languages (ESOL), English Language Development (ELD), English Language Service (ELS), and

For me, learning a language is a complicated process. It is different from learning other subjects. It involves a lot of practices and follow up. When I talk about my personal experience, I would say that I have a rich experience in learning English as a second language. English was taught to me for ten years starting from grade seven till graduation from university. After graduation, I felt that I should improve my language skills. Therefore, I did a lot of efforts personally to increase my fluency. Until now I still learn the language. Indeed, learning a language takes a lifetime.