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Accommodating ell in the classroom

Increasingly mainstream teachers are faced with teaching students who speak English as their second language along with their native English speaking students.

Despite this, mainstream teachers are responsible for preparing ELLs to take standardized and teacher-made tests and assessments. Nichols 1974 Supreme Court Decision is that students who do not speak English as their first language must be provided instructional and assessment modifications so they have the opportunity to be academically successful (Ovando, Collier, & Combs, 2006).NCLB (No Child Left Behind) requires that ELLs receive the same high quality content that mainstream students learn (Gottlieb, 2006).Accomplishing these goals is a challenge for teachers who are typically not prepared in how to accommodate English Language Learners (ELLs) in assessment or instruction.Many (ELLs) are now mainstreamed into regular classrooms.Taking a test can be a very frustrating experience for an English Language Learner.

Many ELL students may know the content but are unable to do well on formal examinations designed for native English speakers.

This article will provide practical suggestions on how busy mainstream and ESL teachers can accommodate ELLs in assessments in ESL and mainstream classrooms.

Simple strategies will be described for modifying existing tests for ELLs, preparing Ells to take tests and incorporating other forms of assessments to determine student progress. ELL students benefit most from having assessment accommodations in English rather than assessment translations in their language.

Standardized tests and high school graduation exams are usually given in English.

Unless your state makes tests available in the ELL's second language, it is important for ELLs to be practiced and prepared to take these tests in English.

ESL and mainstream teachers can have a difficult time evaluating and assessing the progress of ELL students in their classrooms.

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