Annotated Bibliography
Case Study
Paisley Stevens
ESOL 6020/ Spring 2016
Abedi, J. (2010). English language learners with disabilities: Classification, assessment, and accommodation issues. Journal of Applied Testing Technology, 10(2), 1–30. http://eric. ed.gov/?id=EJ865585
The author addresses issues concerning accessibility of assessment and accommodations for English language learners with disabilities. It discusses these students and makes recommendations for more accessible school based, state and global (SAT, ACT, etc.) assessments. English language learners with disabilities face immeasurable challenges during their K-12 experience. Learning a new language and coping with their disabilities …show more content…
(1995). Comprehensive multicultural education: Theory and practice. 3rd ed. Allyn & Bacon.
This text is a guide to multicultural education that presents content through primary source material and actual teachers and student scenarios. It provides a broad overview of the major issues impacting instruction of English language learners. It is a strong advocacy guide for educators and addresses concerns for students from varying cultural, racial, socioeconomic, linguistic, and national backgrounds.
Bonvillain, N. (2014). Language, culture, and communication: The meaning of messages. 7th ed. Boston: Pearson.
Bonvillain’s text explores the interconnections among language, culture, and communicative meaning. The text addresses the multifaceted meanings and uses of language in not only K-12 settings but also uses worldwide settings and examples. The author shares ongoing examples of the ways in which language encapsulates meanings and intentions. The text analyzes communicative interactions, revealing how social relations emerge or fail as a result of cultural barriers. Bonvillain advocates that there is significant impact stemming from individual and systems beliefs regarding language structure and usage and perceptions of cultural norms and these factors can bear a significant weight on measureable outcomes for …show more content…
Eligibility determinations by an expert panel resulted in decisions that differed significantly from those of school multidisciplinary teams. The panel agreed that some students appeared to have reading-related learning disabilities (n = 5) but also identified students that they believed had disabilities, but not necessarily reading-related LD (n = 6). Another group of students (n = 10) had learning problems that the panel believed could be attributed to factors other than a learning disability or for whom substantive additional data would be required to validate eligibility. Issues associated with referral, assessment, and eligibility determinations for these students is discussed, and recommendations for improving practice are offered, with an emphasis on the importance of linking data, to include sociolinguistic interviewing, from multiple sources when deciding whether EL students qualify for special
Case Study
Paisley Stevens
ESOL 6020/ Spring 2016
Abedi, J. (2010). English language learners with disabilities: Classification, assessment, and accommodation issues. Journal of Applied Testing Technology, 10(2), 1–30. http://eric. ed.gov/?id=EJ865585
The author addresses issues concerning accessibility of assessment and accommodations for English language learners with disabilities. It discusses these students and makes recommendations for more accessible school based, state and global (SAT, ACT, etc.) assessments. English language learners with disabilities face immeasurable challenges during their K-12 experience. Learning a new language and coping with their disabilities …show more content…
(1995). Comprehensive multicultural education: Theory and practice. 3rd ed. Allyn & Bacon.
This text is a guide to multicultural education that presents content through primary source material and actual teachers and student scenarios. It provides a broad overview of the major issues impacting instruction of English language learners. It is a strong advocacy guide for educators and addresses concerns for students from varying cultural, racial, socioeconomic, linguistic, and national backgrounds.
Bonvillain, N. (2014). Language, culture, and communication: The meaning of messages. 7th ed. Boston: Pearson.
Bonvillain’s text explores the interconnections among language, culture, and communicative meaning. The text addresses the multifaceted meanings and uses of language in not only K-12 settings but also uses worldwide settings and examples. The author shares ongoing examples of the ways in which language encapsulates meanings and intentions. The text analyzes communicative interactions, revealing how social relations emerge or fail as a result of cultural barriers. Bonvillain advocates that there is significant impact stemming from individual and systems beliefs regarding language structure and usage and perceptions of cultural norms and these factors can bear a significant weight on measureable outcomes for …show more content…
Eligibility determinations by an expert panel resulted in decisions that differed significantly from those of school multidisciplinary teams. The panel agreed that some students appeared to have reading-related learning disabilities (n = 5) but also identified students that they believed had disabilities, but not necessarily reading-related LD (n = 6). Another group of students (n = 10) had learning problems that the panel believed could be attributed to factors other than a learning disability or for whom substantive additional data would be required to validate eligibility. Issues associated with referral, assessment, and eligibility determinations for these students is discussed, and recommendations for improving practice are offered, with an emphasis on the importance of linking data, to include sociolinguistic interviewing, from multiple sources when deciding whether EL students qualify for special