The English Language Learner faces many obstacles when entering their school classroom. A language barrier, academic content, and standardized assessments are factors that play into the learning transition of ELL students. With new high stakes assessments, ELL students find themselves with a heavier burden than their English speaking peers. A challenge for linguistic learners is the complex linguistic structure often found on state tests as mentioned by Abedi and Levine (2013). Another concern for ELL students is the structure of the test itself. The CCSS math section is highly weighted down with English skills. The linguistic learner must understand the academic content and explain, compare, and communicate their answers in English while
…show more content…
S1 is considered a language learner even though Spanish is spoken in the home occasionally, therefore she has more experience with speaking and writing in English. The linguistic learner has four older siblings, which probably explains her firm command of oral language skills thus having high verbal-linguistic intelligence. Her oral reading fluency and written responses are smooth and fluid with few mistakes made placing her in the advanced language proficiency stage of second language acquisition. With these attributes, it was insightful to see how her writing sample and spelling ability matched her developmental …show more content…
She is functioning at the very early stage of correct spelling. My language learner knows most of the basic rules of spelling. Her writing sample suggested she is not familiar with suffix rules of “ing” and “ed” which is normally taught in second grade, but with such a strong literacy foundation, she should have a smooth transition into this area (See Appendix A). A spelling assessment comprised of words representing the English Language Arts State Standards (2014) of phonological and phonics awareness confirmed her ability in the correct spelling stage of learning. A graph shows seven Florida ELA standards and S1’s knowledge in those areas (See Appendix
S1 is considered a language learner even though Spanish is spoken in the home occasionally, therefore she has more experience with speaking and writing in English. The linguistic learner has four older siblings, which probably explains her firm command of oral language skills thus having high verbal-linguistic intelligence. Her oral reading fluency and written responses are smooth and fluid with few mistakes made placing her in the advanced language proficiency stage of second language acquisition. With these attributes, it was insightful to see how her writing sample and spelling ability matched her developmental …show more content…
She is functioning at the very early stage of correct spelling. My language learner knows most of the basic rules of spelling. Her writing sample suggested she is not familiar with suffix rules of “ing” and “ed” which is normally taught in second grade, but with such a strong literacy foundation, she should have a smooth transition into this area (See Appendix A). A spelling assessment comprised of words representing the English Language Arts State Standards (2014) of phonological and phonics awareness confirmed her ability in the correct spelling stage of learning. A graph shows seven Florida ELA standards and S1’s knowledge in those areas (See Appendix