English-language learner: Difference between revisions

Revision as of 14:43, 29 June 2011

Revision as of 15:17, 29 June 2011

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=== Assessment ===

The second critical issue is focused on fair and balanced assessment within the ESL classroom. Some teachers may come across being bias without even recognizing it. “All too often, though, these students are either asked to participate in tests that make unfair assumptions about their English language proficiency in order to assess their content knowledge or conversely, are totally excluded from any testing until their English language proficiency has reached a certain level,”. <ref name="Anstrom1997">{{cite book | title=Academic achievement for secondary language minority students: standards, measures, and promising practices | (author=Anstrom, Kris | year=1997, p| url=http://www.34)eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED417596 | accessdate=June 29, 2011 | oclc=40893643 | page=34}}</ref> TESOL standard 4a states that’s teachers need to “demonstrate understanding of various assessment issues as they affect ELLs, such as accountability, bias, special education testing, language proficiency, and accommodations in formal testing situations” (TESOL Standards, 2009, p.57). When the teachers are capable of understanding the various assessment issues they will be able to execute reasonable, consistent, and balanced assessments. “When visual tactile, kinesthetic, intrapersonal, and interpersonal skills are equally recognized avenues of learning and intellect, CLD students have increased access to the curriculum and opportunities to demonstrate authentically internalized knowledge,” (Herrara, Murry & Cabral, 2007, p.208). By having a variety of assessments students will be able to perform to the best of their knowledge. Therefore, it is vital to have alternative methods of assessing ESL students.

=== Culture ===

Culture is the third issue that may not always be recognized in a mainstream classroom. Many teachers overlook culture and try to jump right into English and content knowledge without knowing their students backgrounds. Teachers need to be open to learning new cultures and having their student embrace all cultures in the classroom. By taking great strives to learn about each other’s values and beliefs the teacher and student would not only maximize the effectiveness of ESL but make it a successful learning experience for all involved. A student who is shy or reluctant to answer questions may be more outspoken when talking about their own values that tie in with their home life. An ESL teacher, in a study called Losing Strangeness to Mediate ESL Teaching, “connects culture to religious celebrations and holidays and the fusion invites students to share their knowledge” (Rowsell, Sztainbok, & Blaney, 2007, p.147). This will encourage students to open up and talk about their cultural backgrounds and traditions within their family. “Teachers who encourage CLD students to maintain their cultural or ethnic ties promote their personal and academic success” (Herrera, Murry & Cabral, 2007, p.90).<ref name="Herrera2007p90">{{Cite book | isbn = 9780205492718 | page = 90 }}</ref> Students should not lose their identity but gain knowledge from their culture and the world around them. Therefore it is beneficial to bring culture into the ESL classroom in order for the students to feel a sense of worth in school and in their lives.

=== Teacher attitude ===

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== References ==

{{reflist}}

•Anstrom, K. (1997). Academic achievement for secondary language minority students: standards, measures, and promising practices. 1-44.

•Brown, D.H. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. White Plains, NY: Pearson Education, Inc.

•Herrera, S.G., Murry, K.G. & Cabral R.M. (2007). Assessment accommodations for classroom teachers of culturally and linguistically diverse students. Boston, MA: Pearson Education, Inc.