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

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1. Learning/Behavior Need is Recognized (Awareness Stage)2. Pre-Referral Intervention in Inclusive Settings(Teacher Assistance Team - TAT)3. Formal Referral and Assessment4. Staffing, Placement (IEP), and MonitoringOne major purpose of formally assessing ELL students is to determine (a) whethercultural/linguistic factors are the major contributors to students apparent learning and behaviorproblems, or (b) whether cultural/linguistic factors and the presence of a disability contribute tostudents' learning and behavior problems. When these variables affect the student's learning, it isessential to assess the student's academic and behavioral functioning. The information obtainedfrom all assessment procedures should be used to develop the individualized educational plan(IEP) documenting appropriate content, strategies, and classroom settings necessary to provideappropriate education. To accomplish this, the assessment process (outlined above) mustgenerate and emphasize specific adaptations needed to develop meaningful instruction for ELLstudents.Cultural and Language DiversityAreas of special concern in the assessment of ELL students include six cultural factors:Language Function (Communicative/Academic), Acculturation, Conceptual Knowledge,Thinking Abilities, Cultural Values/Norms, and Teaching/Learning Styles (O’Malley & Pierce,1996). Knowledge about students in these six areas is critical as they form the foundation foreffective assessment and instruction for ELLs. Addressing these six cultural, language, andcognitive factors will help the practitioner ascertain whether potential learning/behavior needsexhibited by the ELL student are due to cultural factors, some other problem (e.g., limitedprevious schooling) or disability, or a combination of these.Test Taking SkillsAchievement test scores for ELLs frequently reflect their lack of effective test taking skills ratherthan content knowledge or higher level thinking abilities. An understanding of specific testtaking skills of ELLs must be determined in order to best identify test taking strategies thatshould be taught to students in school and to educators of ELLs in their ProfessionalDevelopment. The following test-taking skills are essential to effectively completing variousforms of assessment (Hoover & Patton, 1995).TEST PREPARATION SKILLS1. Know major topics to be covered on test2. Know the type of test to be taken (e.g., multiple choice, essay)3. Anticipate potential test questions4. Make a list of main topics to be covered on the test and indicate how well you know eachtopic (e.g., Finding the main idea, Sequencing, Writing a complete sentence)5. Practice completing sample items to those on the testTEST COMPLETION SKILLS -OBJECTIVE TESTS1. Read each question carefully2. Review all test questions prior to answering questions3. Respond to more difficult items last4. Know whether it is better to leave an answer blank or guess5. Make certain all responses are accurately recorded6. Narrow possible correct answers7. Logically eliminate obviously wrong answers© 2008 Dr. Catherine CollierAll Rights Reserved160
8. Change answers only for a very good reason9. Review your test prior to turning it in10. Correct previous test taking errorsTEST COMPLETION SKILLS -ESSAY TESTS1. Content in answer directly relates to the question2. The facts in each response are clear and organized3. Proper grammar, punctuation, and sentence structure are used4. Responses are proofread prior to turning in the test5. More difficult questions are answered last6. First sentence in response directly responds to the question7. Previous test taking errors are corrected8. Questions worth the most points are identified and given appropriate amount of timeTEST REVIEW SKILLS1. Each question was clearly understood prior to answering2. Reasons for incorrect answers are explored3. Carelessness in answering the items is considered4. Amount of time preparing for the test was sufficient5. Test preparation items were followed6. Review correct responses7. Identify test-taking skills used during the testThe extent to which an ELL possesses these test-taking sills directly influences and affectsassessment results.Prereferral InterventionThe term "prereferral" refers to the time period following an indication by a teacher or otherconcerned person that the student has some kind of learning, communication, or behaviorproblem, but before formal referral for assessment occurs. Prereferral intervention serves as acritical educational step in minimizing biases and inequalities in assessing ELLs (Gonzalez,Bursca-Vega, Yawkey, 1997). It is estimated that 75-90 percent of ELL students referred forspecial education eventually are placed in special education (Stefanakis, 1998). Characteristicssuch as physical appearance, levels of acculturation, and/or differences in language or culturalbackground often disproportionately influence placement and programming decisions, ratherthan clarifying specific needs or disabilities.A key element of prereferral intervention is the implementation of curricular interventions, priorto formal referral, which attempt to modify the instructional environment so that the students areable to function more effectively. Prereferral intervention should accomplish at least two goals:1) assist to clarify and better understand the educational need or concern; and, 2) assist to solvesome or all of the suspected problems through needed adaptations or modifications to teachingand learning. Within prereferral, the teacher requests assistance and begins gatheringinformation about the student’s cultural, language, and behavioral needs. This includesaddressing the six cultural, language, and cognitive factors previously discussed.The requested assistance may be provided by a fellow teacher, or by other specialists, such as thebilingual education specialist, the speech pathologist, or the resource or special educationteacher. Ortiz (1992) wrote that these problem-solving teams or Teacher Assistance Teams(TAT) work well for prereferral intervention of ELLs. If current language proficiencyinformation is available and indicates that the student has limited English proficiency, the teacher© 2008 Dr. Catherine CollierAll Rights Reserved161
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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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Article III.1 A Brief Description o
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take different lengths of time to c
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example, should involve the same co
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As with all stages of BICS acquisit
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Assessment techniques at stage 3 ca
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different. Therefore, the social di
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integrative motivation. Basically,
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Page 127 and 128: Daily Realities RecappedThe above v
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Page 171 and 172: As mentioned above, when the transi
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