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=== Assessment biases ===
[[File:No Child Left Behind Act.jpg|thumb|George W. Bush signing the No Child Left Behind Act.]]
The [[Every Student Succeeds Act]] or ESSA passed in 2015 requires all ELLs attending public schools from grades K–12 to be assessed in multiple language domains, such as listening, reading, writing, and speaking.<ref name=":3">{{Cite web|last=U.S. Department of Education|date=September 23, 2016|title=Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA)|url=https://www2.ed.gov/policy/elsec/leg/essa/essatitleiiiguidenglishlearners92016.pdf|archive-url=|access-date=October 14, 2021}}</ref> Current research in this area has found that assessments given to ELLs are culturally and linguistically inappropriate for reliable testing.<ref name=":2">{{Cite journal|last1=Macswan|first1=Jeff|last2=Rolstad|first2=Kellie|date=November 2006|title=How language proficiency tests mislead us about ability: Implications for english language learner placement in special education|journal=Teachers College Record |volume=108|issue=11|pages=2304–2328|doi=10.1111/j.1467-9620.2006.00783.x}}</ref> Assessments do not take into account the students' linguistic repertoire and what they know in their first language; therefore, content-based assessment outcomes might be confounded by language barriers, since they are not only being exposed to new material, but they are learning this new material in a language that they may still be gaining proficiency in.<ref>{{Cite journal |last=Abedi |first=Jamal|date=2006|title=Psychometric Issues in the ELL Assessment and Special Education Eligibility |url=https://www.ncaase.com/docs/Abedi_TCRE782_2006.pdf |journal=Teachers College Record |volume=108|issue=11|pages=2282–2303|doi=10.1111/j.1467-9620.2006.00782.x}}</ref><ref name=":2" /><ref name=":4">{{cite journal |last1=Klingner |first1=Janette K. |last2=Artiles |first2=Alfredo J. |last3=Barletta |first3=Laura Mendez |title=English Language Learners Who Struggle With Reading: Language Acquisition or LD? |journal=Journal of Learning Disabilities |date=March 2006 |volume=39 |issue=2 |pages=108–128 |doi=10.1177/00222194060390020101 |pmid=16583792 |s2cid=22687512 }}</ref> Student feedback has stated that they have a difficult time associating the content presented to them with their personal lives. <ref>{{Cite journal |title=Achieving Assessment Equity and Fairness: Identifying and Eliminating Bias in Assessment Tools and Practices |url=https://kurdishstudies.net/menu-script/index.php/KS/article/view/1035/1085 |journal=Achieving Assessment Equity and Fairness: Identifying and Eliminating Bias in Assessment Tools and Practices |volume=11 |via=ERIC}}</ref> Aside from the students' linguistic repertoire not being taken into account in assessments, research has shown that students have a difficult time associating the content presented to them in assessments with their personal lives.
=== Teacher biases and training ===
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Aside from linguistic gaps, the adjustment to American scholarly expectations, writing genres, and prompts can all be jarring and even contradictory to an ELL individual's academic experiences from their home country. An example of this is how American writing prompts tend to be multiple pages long, with extensive details and examples. Many collegiate ELLs can be overwhelmed and confused by all of the additional information, making it difficult to decipher all of the different parts that their writing needs to address. Another example is found in how students from other countries may be unfamiliar with sharing their opinions,<ref>{{Citation|title=We No Speak Americano – Understanding International Students' Writing|url=https://www.youtube.com/watch?v=V7pYB6W049I |archive-url=https://ghostarchive.org/varchive/youtube/20211221/V7pYB6W049I |archive-date=2021-12-21 |url-status=live|language=en|access-date=2021-04-29}}{{cbignore}}</ref> or criticizing the government in any form,<ref>{{Citation|title=Writing Across Borders Part 1 (High Quality Version)|url=https://www.youtube.com/watch?v=Cv3uRPsskv0 |archive-url=https://ghostarchive.org/varchive/youtube/20211221/Cv3uRPsskv0 |archive-date=2021-12-21 |url-status=live|language=en|access-date=2021-04-29}}{{cbignore}}</ref> even if this is a requirement for an essay or a speech. According to a survey by Lin (2015), "Many [ELL students] indicated that they had problems adjusting their ways of writing in their first language to American thought patterns. Students still thought in their first language and used the rhetorical patterns of their first language to write English essays… Because writing patterns or styles are not only cognitively but also culturally embedded, many ELL writers in this study found it takes a significant amount of time to adapt to different thinking patterns when communicating through written English."<ref>{{Cite journal|last=Lin|first=Show Mei|date=2015|title=A Study of ELL Students' Writing Difficulties: A Call for Culturally, Linguistically, and Psychologically Responsive Teaching|url=|journal=College Student Journal|volume=49|pages=237–250|via=EBSCO Host}}</ref>
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Most ELLs find themselves using their native language most of the time rather than practicing their newly language and this
Once the ELL begins to use the second language they use brief phrases and short words. With time, the individual may begin to feel more comfortable with using the language. The length of duration for an ELL to become fluent in the second language depends on the individual themselves and their strength in their native language. <ref>{{Cite web |date=2008-08-27 |title=Language Acquisition: An Overview |url=https://www.colorincolorado.org/article/language-acquisition-overview |website=www.colorincolorado.org}}</ref>
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