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Assessing English‐Language Learners in Mainstream Classrooms
Author(s) -
Lenski Susan Davis,
EhlersZavala Fabiola,
Daniel Mayra C.,
SunIrminger Xiaoqin
Publication year - 2006
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1598/rt.60.1.3
Subject(s) - ell , mainstream , literacy , mathematics education , psychology , english language learner , psychological intervention , english language , pedagogy , teaching method , vocabulary development , philosophy , theology , psychiatry
Increasingly, mainstream U.S. classrooms include children who are English‐language learners (ELLs). As a result, teachers need to become more aware of ways to assess the literacy progress of their ELL students. The first type of assessment that teachers need to make is to determine ELLs literacy backgrounds. Teachers can use predictability logs to make these assessments. Next, teachers can use nontraditional assessments to determine ELLs' literacy strengths and needs. At times, however, teachers need to use traditional assessments to evaluate ELLs. When doing so, they should consider making modifications so that the assessment accurately reflects the ELLs' literacy knowledge. Knowledge of ways to assess ELLs' literacy development accurately can help classroom teachers determine instructional lessons and interventions so that all students make real progress toward literacy.