'English Language and English Proficiency Levels\r'

'Carrie Wertepny Domain 1: Culture (Cross-Cultural Communications) euphony 1: Culture as a Factor in ELLs’ Learning wherefore be having Domains and Standards signifi assholet to teachers? Domains and Standards play a wide part in giving teachers indicators on their childrens performances. We as teachers need certain domains and standards on breaking and monitoring the childrens performances end-to-end the schoolroom. Having standards tout ensembleows us as teachers to indicate their levels of great power and performances to be met. Their are three levels of standards that rump be calculated on the childrens ability how sanitary they perform.The three fictional characters of standards that teachers subroutine are Approaches Standards, Meet Standards and Exceeds Standards. ( 2003. by teachers of side of meat speakers of other(a) verbiages, Inc, TESOL ) In Culture (Cross-Cultural Communications) the first domain of five. This is an master(prenominal) factor in ELLs to learn and recognize the dustup hit the sackledge from the several(a) backgrounds. The most recent glance says in (2005-2006) the population of ELLs is up approximately 10 percent of the total public naturalize enrolled and increase e precise year. (Why TESOL? pg 5-6) Why TESOL?States, â€Å"Providing for the position run-in learners is peerless of the school di sets grea block out challenges. ” Their are many indicators we can make subprogram of to armed service us engage in our childrens diversity. Some ideas I found interesting to service of process would be, dis contend artifacts from several(a) cultures. Celebrating ethnic holidays throughout the year would be a great way to declare others and help the children feel comfortable. I believe that getting to know your disciples background and engaging in their life stories result help us succeed and be strong in their teaching for ELLs and their various(a) background. death pena lty Indicators 1. 1. a. project and generate association closely cultural values and beliefs in the context of teaching and larn of ELLs, from diverse backgrounds and at alter English advance levels. 1. 1. b. Understand and book knowledge of concepts of cultural competence, particularly knowledge or so how cultural identities collide with learning and academic hap for educatees from diverse backgrounds and at change English advancement levels. 1. 1. c. Use a range of resources in learning some(predicate) the cultural experiences of ELLs and their families to guide curriculum fixing and instruction. . 1. d. Understand and take for knowledge or so(predicate) the set up of racism, stereotyping, and discrimination in teaching and learning of ELLs from diverse backgrounds and at variable English attainment levels. 1. 1. e. Understand and apply knowledge about home/school connections to build partnerships with ELLs’ families (e. g. , Parent Leadership Counci ls (PLC)). 1. 1. f. Understand and apply knowledge about concepts get in touchd to the interrelationship amidst speech communication and culture for pupils from diverse backgrounds and at varying English technique levels. argumentation| Indicator(s)| How I learned about this Standard| indicate that I learned about this standard| TSL 4080| 1. 1| Why Tesol? fellowters 1-4| Victor video, You render| TSL 4081| | | | | | | | | | | | | | | | Domain 3: Methods of Teaching English to Speakers of other Languages (ESOL) Standard 1: ESL/ESOL Research and History Teachers construct demonstrate knowledge of history, public policy, look into and on-line(prenominal) practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for ELLs. chat committed paper) Performance Indicators 3. 1. a. pose knowledge of L2 teaching methods in their historical context. 3. 1. b. butt against awareness of current enquiry relevant to best practices in second spoken language and literacy instruction. 3. 1. c. Demonstrate knowledge of the evolution of laws and policy in the ESL profession, including program models for ELL instruction. Course| Indicator(s)| How I learned about this Standard| Evidence that I learned about this standard| TSL 4080| 3. 1| Why Tesol? School research paper and Reserch| TSL 4081| | | | | | | | | | | | | | | | Hyperlinks to (attached text files must be saved in the Portfolio folder) Attachment(s): School research paper URL(s): Summary: See attached paper, for Domains 1,3,5 Domain 5: judgement (ESOL interrogatory and Evaluation) Standard 1: sound judgment Issues for ELLS Teachers leave project and apply knowledge of judgement issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels.Examples overwhelm cultural and linguistic preconceived opinion; scrutiny in two languages; sociopolitical and psychological factors; limited education testing and assessing giftedness; the importance of standards; the difference amidst formative and summative perspicacity; and the difference between language proficiency and other types of sound judgement (e. g. , standardise achievement tests). Teachers will also study issues most accountability. This includes the implications of standardise discernment as opposed to performance- base assessments, and issues of accommodations in formal testing situations.As teachers it is very essential to understand and beware of the different testing and assessing the students. proveing and assessment are two very different things. Mitchell (1992) states that a test is a â€Å"single-occasion, one-dimensional, and timed exercise, usually in multiple choice or short-answer form. ” (Why Tesol, pp 201)  Tests are wedded in the same time frame and the conditions never change. They call these standardized tests. Not all standardized tests work for everyone, e surplusly English Language Learners (Ell) s . An assessment on a student is a make on a wider range of a scale.We as teachers need to get a more spoken assessment on the knowledge, background, history, language where the (ELL)s came from. Upon entering a new school for the first time, us as teachers need to know everything about our student’s background and language. We ask every parent or guardian to fill out an Home Language Survey (HLS) which in tails about 3-5 questions about their language utilise at home. This (HLS) will give us an indication how much school the student has had and a background about their family as well as their endemic language.It is up to administrators to make accepted the students are set the right way and teachers to watch and document their language egress throughout the year. As for the testing and assessing, formal and cozy are a type of assessment that is brought in to teach ESL students. It is authorised to test them on their linguistic skills, which include, phonology, morp hology, syntax, and vocabulary. These are just language assessments instruments that are used to date the results on what is cosmos taught by teachers. Formal measures are based on standardized test.They are very structured, timed and expert to be habituated and administered by very strict rules. It is sometimes very hard for and (ELL)s to take a formal test due to their reading,writing capabilities. As for informal measures, they are a little more custody on learning. As teachers we can do activities and determine students strengths unwrittenly and visually. Their is no set time and can be given in various languages non just English. It is very primal the student is assessed correctly for the correct placement in his/her program.It is also very important to understand the federal laws that coincide with the refer educational opportunities for all students regardless of national origin, ethnicity,or languages. (Why TESOL? , 2010)  The bear decree was a law that was pas sed that consists of six different principals to be met in each section. Each (ELL)s student has to be assessed in six steps which include: identification, grant and categorical programming (LEP), personnel, monitoring and case measures. (Why TESOl? pp 210) After the (ELL)s are measured they now are placed in a certain level.Levels such as (A1- E) each of these levels indicate what (ESOL) service or basic program they will be placed into. Making sure the proper assessments are given before, during and after school is very critical to ones learning. The very initial start of school is the most important evaluation and steps that need to be interpreted to follow the correct standards and laws for the English Language Learner. Performance Indicators 5. 1. a. Demonstrate an understanding of the purposes of assessment as they relate to ELLs of diverse backgrounds and at varying English proficiency levels. 5. 1. b.Identify a compartmentalization of assessment procedures appropriate f or ELLs of diverse backgrounds and at varying English proficiency levels. 5. 1. c. Demonstrate an understanding of appropriate and valid language and literacy assessments for ELLs of diverse backgrounds and at varying English proficiency levels. 5. 1. d. Demonstrate understanding of the advantages and limitations of assessments, including the array of accommodations allowed for ELLs of diverse backgrounds and at varying English proficiency levels. 5. 1. e. Distinguish among ELLs’ language differences, giftedness, and special education needs.Course| Indicator(s)| How I learned about this Standard| Evidence that I learned about this standard| TSL 4080| 5. 1| Why Tesol? Chapters 22-26| Power point/ You pipe| TSL 4081| | | | | | | | | | | | | | | | Standard 2: Language Proficiency Assessment: Teachers will appropriately uses and interpret a variety of language proficiency assessment instruments to support district, state, and federal guidelines, and to inform their instruction. Teachers will understand their uses for identification, placement, and materialisation of language growth of ELLs from diverse ackgrounds and at varying English proficiency levels. Teachers will explicate the justness of ELL assessments to stakeholders. Factors influencing the assessment of English Language Learners are very important to understand. Language factors and guidelines consist of: * Different linguistic backgrounds- * variable levels of proficiency in English * Varying levels of proficiency in native language Educational oscilloscope Factors: * Varying degrees of formal schooling in native Language Cultural factors can also be a great source that adds compl runy of appropriate assessing and (ELL)s student.T To plan the assessment, polls are taken by the general student population, which includes English Language Learners. Test taking is a way to getting a clear and valid interpretation of the students ability. exam is through with(p) for all major purposes. They can be used to evaluate readiness for advancement, or for remediation. It is very important according to the laws that modifications must be made for ESOL students, based on the level and language skills of comprehension. It is very crucial that teachers don’t wait until the â€Å"know teeming” to instruct the, in school content. Educational interrogation Service, 2009, ETS, the ETS logo) It so happens that in many states, ESOL students who have been in the ESOL program for less than two years skill be exempted from taking other testing. It is very important that the ESOL committee and school districts of that state evaluate all testing for ELL learners. (Why TESOL? p. 223-225) Domain 5: Assessment (ESOL examen and Evaluation) Standard 2: Language Proficiency Assessment Teachers will appropriately use and interpret a variety of language proficiency assessment instruments to meet district, state, and federal guidelines, and to inform their instruction.Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders. Performance Indicators 5. 2. a. Understand and implement district, state, and federal requirements for identification, reclassification, and exit of ELLs from language support programs, including requirements of the LULAC Consent Decree. 5. 2. b. Identify and use a variety of assessment procedures for ELLs of diverse backgrounds and varying English proficiency levels. . 2. c. Use multiple sources of info to assess ELLs’ language and literacy skills and communicative competence. Course| Indicator(s)| How I learned about this Standard| Evidence that I learned about this standard| TSL 4080| 5. 2a5. 3b| Why TEOL? Chap 25| Online E-Learning Journel| TSL 4081| | | | | | | | | | | | | | | | Standard 3: Classroom-Based Assessment for ELLS Teachers will identify, develop, and use a variety of standards- and performance-based, formative and summative assessment tools and techniques to inform instruction and assess student learning.Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders Colorin Colorado (2007) states â€Å" everyday assessments (also called authentic or alternative) allow teachers to track the current patterned advance of their students regularly and often. While standardized tests measure students at a particular point in the year, ongoing assessments provide continual snapshots of where students are throughout the school year.By using informal assessments, teachers can purpose students specific problem areas, adapt instruction, and intervene anterior rather than later. ” Adapted from: Easte rn Stream nerve centre on Resources and Training (ESCORT). (2003). Help! They dont speak English. appetizer Kit for Primary Teachers. Oneonta, NY: State University College. It is important to identify and develop certain assessments in a classroom. We as teachers can use performance based assessments by evaluating the language proficiency and schooling through oral reports, speeches, demonstrations, written work and personal portfolios.Here some examples of assessment activities that are geared up for ELL students, for their English speech proficiency. * Reading buddies * Story telling * Role playing * Visual prompts with writing * Oral note taking * Telling a story with picture books * playing fun games * Brainstorming with buddies These are some of hundreds of ideas for teachers to develop assessments with different techniques and tools. Teachers can track their growth an ability for placement for the student. Domain 5: Assessment (ESOL Testing and Evaluation)Standard 3: Class room-Based Assessment for ELLs Teachers will identify, develop, and use a variety of standards- and performance-based, formative and summative assessment tools and techniques to inform instruction and assess student learning. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders.Performance Indicators 5. 3. a. Use performance-based assessment tools and tasks that measure ELLs’ progress in English language and literacy development. 5. 3. b. Understand and use criterion-referenced assessments appropriately with ELLs from diverse backgrounds and at varying English proficiency levels. 5. 3. c. Use various tools and techniques to assess content-area learning (e. g. , math, science, social studies) for ELLs at varying levels of English language and literacy development. 5. 3. d.P repare ELLs to use self- and peer-assessment techniques, when appropriate. 5. 3. e. Assist ELLs in developing obligatory test-taking skills. 5. 3. f. Assess ELLs’ language and literacy development in classroom settings using a variety of authentic assessments, e. g. , portfolios, checklists, and rubrics. Course| Indicator(s)| How I learned about this Standard| Evidence that I learned about this standard| TSL 4080| 5. 3a,5. 3c5. 3d| Why TESOL? | http://www. colorincolorado. org/educators/assessment/informal/| TSL 4081| | | | | | | | | | | | | | | |\r\n'