Language proficiency

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  • English Language Proficiency Assessment

    English language learners (ELLs) are the fastest growing student population within the United States. According to a recent report by the U.S Government Accountability Office, approximately 5 million ELL students were enrolled in schools, representing an estimated 10% of all public school students (GAO, 2006). In California, it is already the case that more than 25% of the students in grades PK-12 are ELLs (Stokes-Guinan & Goldenberg, 2010). Therefore, it is of utmost importance to understand the issues concerning instruction, assessment and classification of ELL students for educators, administrators and school psychologists. It is also imperative to note that English language proficiency assessments play a vital role in the life of an ELL…

    Words: 1219 - Pages: 5
  • The Importance Of Language Proficiency

    1.Introduction Language proficiency is the linchpin of nonnative EFL teacher competencies ( ACTFL, 2002; Andrew, 2003; Ben-Peretz, 2010; Butler, 2004; Elder & Ok Ki, 2014;Farrell & Richards, 2007; Murdoch, 1994; Richard, 2012; Richards, Conway, Roskvist & Harvey, 2013; Seidlhofer, 1999). For example, Murdoch called language proficiency as “the bedrock of non native EFL teachers’ professional confidence” (p. 254). In the same vein, research by Seidlhofer (1999) shows that language teacher’s…

    Words: 1530 - Pages: 7
  • Chinese Interlanguage Pragmatics

    2005) of requests from L2 learners with different language levels. Burgeoning interests in interlanguage pragmatic development in recent years have resulted in the investigation of the relationship between second language proficiency and the sequence organization when making requests (Al-Gahtani & Roever, 2011). However, the participants of the related studies are mostly English L2 learners with Arabic background and Arabic L2 learners with English background. There is little research focusing…

    Words: 2016 - Pages: 9
  • WIDA Response Paper

    Instructional Design and Assessment”. Now it is just known by “WIDA” (Mission & the WIDA Story). The WIDA is only given in English, I could not find any information about the assessment being done in any other language, which I believe is because the assessment is testing English proficiency. The “Alternate ACCESS for ELLs is an assessment of English language proficiency for English language learners who have significant cognitive disabilities” (Alternate ACCESS for ELLs). For the assessment…

    Words: 824 - Pages: 4
  • Domain 4 Assignment Analysis

    I had to teach at American Language Institution at least 83 hours and in every new lesson I had to create a lesson plan which demonstrated a way of student’s assessment too. I have chosen one of them to be as an example of component 4.a issues of Assessment for ESL; and to represent the element 4. A.1. purpose of assessment: demonstrate an understanding of the purposes of assessment as they relate to ELLs and use results appropriately. Teachers need to prepare their lessons carefully and…

    Words: 1398 - Pages: 6
  • Chinese International Students

    All students studying at the University of Victoria (UVic) want to achieve success. Chinese international students are no exception to this rule. For Chinese international students to have overall success they need to be proficient in three inter-related areas of academics, culture and social. First, challenges interfering with academic achievement include Chinese international students lacking English language proficiency, lacking academic skills and______. In regards to culture, there are…

    Words: 1115 - Pages: 5
  • Comprehensibility In Oral English Case Study

    RUBIN, D., & PICKERING, L.. (2010). Suprasegmental Measures of Accentedness and Judgments of Language Learner Proficiency in Oral English. The Modern Language Journal, 94(4), 554–566. 2. What was the researcher 's purpose in conducting this study? The aim of this study was to examine oral proficiency and comprehensibility in nonnative speakers of English using suprasegmental features of accentedness. 3. What were the hypotheses/research questions? a. Would computerized analysis of the…

    Words: 837 - Pages: 4
  • Importance Of Equal Protection For English Language Learners

    Equal Protection for English Language Learners Equal protection is a right of the people including students in school. The Fourteenth Amendment of the Constitution is what has enabled this right. The Equal Protection Clause is considered and important law in public education and courts have invoked it to prohibit segregation of children due to race, stop sex-based discrimination in a school setting, guarantee school access to children whose parents are not legal citizens and protect gay and…

    Words: 750 - Pages: 3
  • Kindergarten Mixed SEI Classroom

    Class Demographics The unit on the seasons was taught to a Kindergarten Mixed SEI classroom. The class has 10 designated ELL students that are all Pre-Emergent in proficiency. The other 10 students in the class are native English speakers. The class is designated through the state of Arizona as Mixed SEI to aid the ELL students in developing their English proficiency. Lesson One Lesson one was an introduction to the season of the year. The TESOL goal for this lesson was Goal 2, Standard 2;…

    Words: 1186 - Pages: 5
  • Learning To Practice English Language Analysis

    and understandable use of language so it's easier for the listener to Interpret the meaning. For some of the older students, an accent is unavoidable but, they can practice it to a certain extent where it is understandable. I told my students that it is normal to have an accent because most already people do, American English is also only one dialect of English, there are more. While speaking with the students I try to use simple words to get my messages across. Long messages with complicated…

    Words: 1645 - Pages: 7
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