1. EP240 Unit 3 Seminar The English Language Learner: Know Your Student 1

2. Agenda Questions and Announcements Unit 4 Project- Looking Ahead How are ELL students identified? Assessment To identify, to provide on-going assistance, and to meet the demands of NCLB High Stakes Testing Social and Emotional Issues Impacting Language Learning 2

3. Unit 4 Project-Preview Getting to know our students: What are some of the unique needs of ELL’s? Two options--Select either Option 1 or Option 2 to complete. Be sure to note in your project which option you are selecting. (interview OR read article) 1. Interview an individual from a different culture/country who moved to a new country to learn more about the academic, social and emotional issues they experienced. (This could be a person who immigrated to the United States or to another country from their homeland). Try to identify some specific challenges and triumphs of their experiences. 2. If you cannot find anyone to interview, use the article titled "Interviewing Immigrants" and address the questions that are posted in the Project section of the course. //To do option 1, what questions might we ask? 3

4. Unit 4 Project: Option 1 What country did you come from? What country did you move to? How old were you? What was your reason for moving? What problems/successes did you experience with learning the language? What was it like to begin a new school? Did you experience any kind of culture shock? If so, what surprised you in your new country? What social or emotional issues did you experience? (Did you have trouble making friends? Were you confused or embarrassed about anything? How do you feel your self-esteem was? etc.) What was your biggest challenge? What was your biggest success? Looking back, would you have done anything differently? 4

5. Unit 4 Project Option 2 questions are found in the course in the Unit 4 Project section. Create 4-5 pages (at least two pages of content) Title Page and Reference Page (these do not count as part of the 2-page requirement) Include an introductory paragraph, the body of your discussion on the topics, and a summarizing paragraph as your conclusion. Refer to the Kaplan Writing Center for any writing help (click Academic Support from MyDesk). Use Times New Roman 12 pt. font, double spaced, APA format 5

6. Procedure for Identifying ELs Home Language Survey – parents fill out  Issue of reluctance Initial screening Placement in a program Annual assessment //What might you say to a parent who is reluctant to identify her child as an English language learner? 6

7. Home Language Survey and Standardized Program Assessments A. Upon initial enrollment in school, three questions are asked: 1.Is a language other than English used at home? 2.Did the student have a first language other than English? 3.Does the student most frequently speak a language other than English? If one or more of the answers is “yes”, the student is referred for further language assessment to determine if the student is Limited English Proficient. Two standardized tests are often use to assist in ESL programs. B. The Aprenda may be used initially to measure proficiency in the newly enrolled student’s native language. It determines if the student’s difficulties are due to a deficiency in reading and math skills or if the deficits are due to language difficulty. This test assists in placement decisions in ESL. C. After placement, the CELLA is often used to measure progress in English language acquisition in listening, speaking, reading, and writing. 7

8. Program Placement Considerations Prior schooling L1 (primary) and L2(secondary) language levels Age Assessment information Available programs at the school/district 8

9. Question //Why do you think educators take into account the child’s level of first language development? Field trip: http://www.youtube.com/watch?v=aMD38A2u9wE Take three minutes to view and come back With your thoughts. 9

10. Forms of Assessment Any formal or informal evaluation of students’ skills, knowledge, ability, or proficiency Provides information on what students know/can do and still need to learn Focus on strengths over deficiencies Use multiple and varied assessments (rather than relying on a single one) 10

11. Types of Assessment Program-Level Assessments  District assessments  Given to all ESL students  Used to make decisions about placement, monitor progress, and make exit decisions Classroom-Level Assessments  Teacher given assessments  Used to guide instruction and determine effectiveness of instruction 11

12. Examples of Classroom Assessment Observations Checklists Student work samples Performance tasks Journals Tests/quizzes Portfolios 12

13. Question //Why is it important to use multiple and varied assessments to view student learning? 13

14. No Child Left Behind The No Child Left Behind Act of 2001 concerns standards of achievement and the education of children in public schools. The legislation rests on the belief that high standards and establishing measurable goals can improve individual outcomes in education. States are required to develop assessments in basic skills to be given to all students in certain grades, if those states are to receive federal funding for schools. The Act does not assert a national achievement standard; standards are set by each individual state. In Florida, the state achievement test is called FCAT. //Thinking about high stakes testing for all children and for ELL’s, what do you see as the pros and cons of high stakes testing? 14

15. NCLB and High Stakes Testing Pros: Accountability for teachers and students High expectations Innovative practices Cons: Pressure Teaching to the test Unrealistic expectations Imbalanced emphasis on test 15

16. NCLB and High Stakes Testing Requires that all subgroups be proficient in English Language Arts By definition, English languages learners are not proficient in language arts Proficient students move out of “LEP” subgroup EL subgroup, then, can never meet the level of proficiency 16

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18. The Affective Filter Cognitive= brain and thinking Affective= emotions and how you feel (This is an emotional block that prevents us from learning.) Our goal as educators is to lower this filter or block so that language learning can occur.) http://www.youtube.com/watch?v=FHBFN-xyrDE&feature=related 18

19. Social and Emotional Needs of ELL Students 1.How does difficulty in speaking English impact the social and emotional development of ELL’s? 2.What are some of the issues faced by ELL’s that we should know about, and what can we do to make their transition less stressful? http://www.colorincolorado.org/article/35088 Return after 2-3 minutes to post your thoughts. 19

20. Any questions? “Difference is of the essence of humanity. Difference is an accident of birth and it should therefore never be the source of hatred or conflict. The answer to difference is to respect it. Therein lies a most fundamental principle of peace: respect for diversity.” ~John Hume 20