Art Un ticle I.1 ited Sta In the ates News - Woodring College of ...

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What Information Is Needed About a Student?Tests provide information about a student that is not otherwise available from records or simpleobservation.They also document that information for an audience—such as the public, parents, orpolicymakers—in a way that makes sense to the audience. In either case, a test provides certainkinds of information, and we cannot wisely select our assessment strategies for either purposeunless we know what that information is. When we want to assess students, who are limited intheir English proficiency, examples of the kinds of needed information may include:• Can the student participate in the oral language of a mainstream classroom?• Can the student read and write English at levels similar to his or her mainstream grademates?• Does the student need an ESL or bilingual program?• If the student needs an ESL or bilingual program, what should his or her placement be?• Does the student read and write the native language at grade level?• Are the student’s academic skills near grade level in the native language?• What specific aspects of English grammar or vocabulary does the student lack?• Is the student progressing in oral or written English?The trick becomes matching the right assessment strategy to the school’s purposes, that is,getting the answers to the school’s questions about the student. The right strategy might be apublished test, application of a scoring rubric, or simply the teacher’s informed observation of astudent’s performance. In any case, the strategy must meet this one criterion: The assessmenttasks must represent the kind of information the school wants to know about the student. Each ofthese kinds of information places certain requirements on the test. Figure 1 illustrates this pointby listing requirements a test should meet to answer the questions listed above.Figure 1 Requirements a Test Should MeetQuestionCan the student participate in the orallanguage of a mainstream classroom?Can the student read and write English atlevels similar to his or her mainstream grademates?Does the student need an ESL or bilingualprogram? If the student needs an ESL orbilingual program, what should his or herplacement be?Does the student read and write the nativelanguage at grade level?Are the student’s academic skills near gradelevel in the native language?RequirementsThe tasks must simulate the oral language of amainstream classroom.Ask the student to read or write something atthat level.Give tasks that represent a range of difficulty,from grade-level performance to little or noEnglish proficiency.Staff need to know what that language’sgrade-level expectations are; tasks shouldrequire the student to read and writesomething at that level.Give tasks that represent that language’sgrade-level standards in the academic areas ofinterest.What specific aspects of English grammar or Tasks should pinpoint specific grammatical© 2008 Dr. Catherine CollierAll Rights Reserved144
vocabulary does the student lack?Is the student progressing in oral or writtenEnglish?structures or vocabulary.Tasks should cover a range of difficulty,spanning at least the student’s initial abilitylevel and the level he or she is expected toreach after instruction.t RequirementsIf the school wants to know whether the student can participate in the oral language of amainstream classroom, the tasks must simulate the oral language of a mainstream classroom.1. To find out whether the student can read and write English at levels similar to his or hermainstream grade mates, ask the student to read or write something at that level.2. To find out whether the student needs an ESL or bilingual program, and what his or herplacement should be, give tasks that represent a range of difficulty, from grade-levelperformance to little or no English proficiency.3. If the school wants to find out whether the student reads and writes the native language atgrade level, staff need to know what that language’s grade-level expectations are; tasksshould require the student to read and write something at that level.4. To find out whether the student’s academic skills are near grade level in the nativelanguage, give tasks that represent that language’s grade-level standards in the academicareas of interest5. To find out what specific aspects of English grammar or vocabulary the student lacks,tasks should pinpoint specific grammatical structures or vocabularyIf the school wants to know whether the student is progressing in oral or written English, tasksshould cover a range of difficulty, spanning at least the student’s initial ability level and the levelhe or she is expected to reach after instruction.Assessments that tell whether a student is limited English proficient, or performing similarly toage or grade mates in English or another language, are explicitly or implicitly standardreferenced.In other words, they set criteria for success according to the assessment’s purpose(for example, the child is proficient in English, the child reads and writes his or her nativelanguage at grade level, etc.). Assessments that pinpoint specific weaknesses are not standardreferencedbut offer diagnostic capabilities. Some of the previous questions imply standards, andsome imply the need for diagnostic information. Test selectors must know which kind ofinformation they want and select the right instrument accordingly. Examples of both kinds ofinstruments are given later in this paper.Appropriate Courses of ActionAssessment information is not valuable if it does not lead to a course of action for the student’s(and teacher’s) benefit. For ESL and bilingual education, courses of action include:1. Placing the student in a program that develops his or her English while providingacademic instruction2. Placing the student at the correct level of an ESL curriculum3. Providing the student with instructional services that match his or her academicpreparation in the native language4. Reassigning the student into a different component or level of the alternative programaccording to new assessment results5. Improving the ESL or other instructional services if students do not show progresstoward English proficiency or academic achievement© 2008 Dr. Catherine CollierAll Rights Reserved145
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"Those who arrive by age 12 or 13 m
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Article I.2 Are Signed Languages "R
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Biological analyses of the status o
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and beyond, speaking and signing ch
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Conclusion: Are Signed Languages Re
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Article I.3 The Interpreter: Has a
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A few weeks earlier, I had called F
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“We struggled even getting to the
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herself by strapping a cassette rec
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In 1998, after nine years as the ch
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momentary burst of excitement that
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can shape core grammar. Because the
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The authors compared animal and hum
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monkey moved. He followed it with h
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delight, fear, laughter, and surpri
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Piipaío in a hut: Pirahã huts typ
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LEP students, and equitable organiz
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4. Second language development crea
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curriculum or "teaching to the test
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portfolio work was scanned and stor
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experiences of many groups of stude
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While not disagreeing that interpre
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sound educational practice, however
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arises from the efforts to abstract
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Article II.2 Cross-Cultural Communi
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males who can serve as positive rol
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Understanding another culture is a
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Pets and AnimalsWhich animals are v
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to teach standard English is reflec
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Asking personal questions of a pers
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Using Cross Cultural Communication
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Why Do Nonstandard English-Speaking
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Before beginning to teach standard
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• Negative attitudes toward low p
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New standardized tests and assessme
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Each of the behaviors listed above
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Article II.3 Hard Work Hypothesis:
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each point higher in SES, students
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This case does not provide strong s
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Article II.4 Language Acquisition a
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1992, p. XI). These researchers, wh
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comprehend a word within a specific
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more to the truthfulness of the chi
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This idea of “semilingualism” c
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Page 95 and 96: take different lengths of time to c
Page 97 and 98: example, should involve the same co
Page 99 and 100: As with all stages of BICS acquisit
Page 101 and 102: Assessment techniques at stage 3 ca
Page 103 and 104: different. Therefore, the social di
Page 105: integrative motivation. Basically,
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Page 111 and 112: that sociocultural processes have o
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Page 115 and 116: phonetic units (unique to signed la
Page 117 and 118: Article III.4 Toward a Sociocultura
Page 119 and 120: emember is that the fundamental goa
Page 121 and 122: The best practices models can be th
Page 123 and 124: By focusing on the dialectic betwee
Page 125 and 126: intergenerational wisdom shared by
Page 127 and 128: Daily Realities RecappedThe above v
Page 129 and 130: traditions. At a time in our histor
Page 131 and 132: We will now look at two examples of
Page 133 and 134: Speakers communicate fluently, main
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Page 137 and 138: Article IV.3 Culture Change: Effect
Page 139 and 140: and psychological characteristics o
Page 141 and 142: Contraryto what wewere expecting, t
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Page 149 and 150: Fourth, ESL and bilingual program s
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Page 153 and 154: Table 1Comparison of Recent Accultu
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Page 163 and 164: Riles, 1979; Jose P. v Ambac, 1983)
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Page 171 and 172: As mentioned above, when the transi
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Page 175 and 176: their imagined points of view. Ther
Page 177 and 178: English texts and demonstrate progr
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