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

More documents

Recommendations

Info

$Framework for Math - Western Washington University$

discrimination by other students. However, the primary reason for this and item number 7 is asan indication of how prepared the school system is to adapt and acculturate to this particularstudent.SummaryThe key learning of this chapter is that students who are in the process of adapting to a newculture/social environment may behave in a manner that is similar to learning disability or otherinhibiting factor. Examples and preliminary strategies are provided. The evaluation of diversestudents for eligibility in special education programs must include the assessment andconsideration of these observable consequences of culture shock that may be confused with thecommonly used criteria for learning or emotional disabilities. Where students are significantlyless acculturated as measured on any of the various tools described in this chapter, assessmentand evaluation personnel must modify their evaluation procedures, and choice of assessmenttools to reflect the level of acculturation. The interpretation of evaluation findings must includediscussion of the impact of the students’ level and rate of acculturation as a factor contributing toall evaluation findings. This will help optimize the allocation of limited resources within theschool and the district, while providing each student with the most appropriate assistance.© 2008 Dr. Catherine CollierAll Rights Reserved158
Article V.3 Assessment of English Language LearnersBy John J. Hoover, Ph.D.An excerpt reprinted by permission from Educating Culturally And Linguistically DiverseStudents: A Professional Development Resource Series, BUENO Center for MulticulturalEducation, University of Colorado, 2002.IntroductionImproving assessment capabilities and identification of students' instructional needs is critical forany learner. The need for identifying appropriate ways to address persistent educationalunderachievement of students from culturally diverse backgrounds has been a recurring themeover the past 15 years (Cummins & Sayers, 1995). The widespread inappropriate uses of thestandardized testing with students from diverse backgrounds is well documented as is theconcern that these types of tests often underestimate students’ academic progress and potential.Additionally, Cummins (1995) wrote that the use of standardized tests with students from diversebackgrounds is inappropriate due to their heavy emphasis on lower-level thinking skills at theexpense of assessing higher-order thinking and creative writing. This emphasizes the need formore authentic assessment, in addition to or instead of standardized testing for students fromculturally diverse backgrounds.It is of paramount importance that exceptional students with language and cultural differences beidentified early and their unique learning needs be addressed as effectively and comprehensivelyas possible. The learning and behavior problems of some students may be due to a differentsociolinguistic and cultural background, their adjustment to a new sociocultural milieu, thepresence of a disability, or a combination of these factors.The learning and behavior problems exhibited by many English Language Learners (ELLs) areoften similar to the problems which elicit referrals for all students: a lack of or seriously deficientacademic achievement; social and classroom behavior which is disruptive to instruction; and/orother problems which are difficult for the teacher to handle in the general classroom setting. Asa result, ELLs are often over-identified, under-identified, or mis-identified for special educationservices (Gonzalez, Brusca-Vega, & Yawkey, 1997).Changes in the traditional assessment process are necessary to determine the most appropriateinstructional needs of ELLs. Problems which appear to indicate a disability may actually be themanifestation of cultural, experiential, or sociolinguistic differences rather than a disability.When assessing learning and behavior problems in ELLs, one must consider these possibilities,as well as the legal requirements in student assessment.Assessment Process and ComponentsAlthough various models for assessing ELLs exist, each contains the four major components ofReferral, Formal Assessment, Staffing, and Placement. While the primary emphasis should be onthe prereferral process, should these efforts not produce the desired results then it may becomenecessary to move into the formal process of assessment. The assessment process discussedincludes suggested adaptations for effectively assessing ELL students (California Department ofEducation, 1988; Ortiz & Garcia, 1988; Ortiz, 1990; De Leon, 1990). Four major elements ofthe assessment process are:© 2008 Dr. Catherine CollierAll Rights Reserved159
Page 2 and 3:
"Those who arrive by age 12 or 13 m
Page 5:
Article I.2 Are Signed Languages "R
Page 8 and 9:
Biological analyses of the status o
Page 10 and 11:
and beyond, speaking and signing ch
Page 12 and 13:
Conclusion: Are Signed Languages Re
Page 14 and 15:
Article I.3 The Interpreter: Has a
Page 16 and 17:
A few weeks earlier, I had called F
Page 18 and 19:
“We struggled even getting to the
Page 20 and 21:
herself by strapping a cassette rec
Page 22 and 23:
In 1998, after nine years as the ch
Page 24 and 25:
momentary burst of excitement that
Page 26 and 27:
can shape core grammar. Because the
Page 28 and 29:
The authors compared animal and hum
Page 30 and 31:
monkey moved. He followed it with h
Page 32 and 33:
delight, fear, laughter, and surpri
Page 34 and 35:
Piipaío in a hut: Pirahã huts typ
Page 36 and 37:
LEP students, and equitable organiz
Page 38 and 39:
4. Second language development crea
Page 41 and 42:
curriculum or "teaching to the test
Page 43 and 44:
portfolio work was scanned and stor
Page 45 and 46:
experiences of many groups of stude
Page 47 and 48:
While not disagreeing that interpre
Page 49 and 50:
sound educational practice, however
Page 51 and 52:
arises from the efforts to abstract
Page 53 and 54:
Article II.2 Cross-Cultural Communi
Page 55 and 56:
males who can serve as positive rol
Page 57 and 58:
Understanding another culture is a
Page 59 and 60:
Pets and AnimalsWhich animals are v
Page 61 and 62:
to teach standard English is reflec
Page 63 and 64:
Asking personal questions of a pers
Page 65 and 66:
Using Cross Cultural Communication
Page 67 and 68:
Why Do Nonstandard English-Speaking
Page 69 and 70:
Before beginning to teach standard
Page 71 and 72:
• Negative attitudes toward low p
Page 73 and 74:
New standardized tests and assessme
Page 75 and 76:
Each of the behaviors listed above
Page 77 and 78:
Article II.3 Hard Work Hypothesis:
Page 79 and 80:
each point higher in SES, students
Page 81 and 82:
This case does not provide strong s
Page 83 and 84:
Article II.4 Language Acquisition a
Page 85 and 86:
1992, p. XI). These researchers, wh
Page 87 and 88:
comprehend a word within a specific
Page 89 and 90:
more to the truthfulness of the chi
Page 91 and 92:
This idea of “semilingualism” c
Page 93 and 94:
Article III.1 A Brief Description o
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,
Page 109 and 110: (Ellis, 1985; Hakuta, 1986). Howeve
Page 111 and 112: that sociocultural processes have o
Page 113 and 114: Article III.3 How Children Acquire
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
Page 135 and 136: question the effects of such attitu
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
Page 143 and 144: Article V.1 Assessment in ESL & Bil
Page 145 and 146: vocabulary does the student lack?Is
Page 147 and 148: whether they are LEP and to provide
Page 149 and 150: Fourth, ESL and bilingual program s
Page 151 and 152: competent reader/writer. All versio
Page 153 and 154: Table 1Comparison of Recent Accultu
Page 155 and 156: unilinear model, which measures the
Page 157: an English-only instructional progr
Page 161 and 162: 8. Change answers only for a very g
Page 163 and 164: Riles, 1979; Jose P. v Ambac, 1983)
Page 165 and 166: proficiency is often underestimated
Page 167 and 168: Finally, when second language reade
Page 169 and 170: for their decisions, noting issues
Page 171 and 172: As mentioned above, when the transi
Page 173 and 174: ather than generic adjectives and t
Page 175 and 176: their imagined points of view. Ther
Page 177 and 178: English texts and demonstrate progr
Page 179: using inter-district teams). In the
show all

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

Create successful ePaper yourself

Delete template?

Save as template?