Gottlieb’s “Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement” centers on three concepts: Assessment as Learning, Assessment for Learning, and Assessment of Learning. At first glance, these may all seem the same, but they, in fact, have very distinct methods of implementation and intended outcomes. Continue reading
The video linked below, while somewhat lengthy, provides a great explanation as to what it means for an assessment to be both reliable and valid. Continue reading
The English Learner Tool Kit is a resource available for free created by the U.S. Department of Education. This tool kit helps teachers and administrators ensure compliance with English Learner laws and necessary supports. It consists of 10 chapters from “Identifying All English Learner Students” to addressing special populations and communicating with parents.
Check it out here.
Below is a link to an awesome WIDA resource which explains the 4 key uses of academic language:
- Argue: to claim and support with evidence
- Explain: how something works or why something happens
- Recount: to display knowledge; narrate and provide information
- Discuss: to engage in a topic for the purpose of co-constructing knowledge in ways that are appropriate for the sociocultural context
When beginning to think about non-native students and their language learning, there are many new acronyms that educators need to learn. Below is an excerpted chart from Herrera and Murry’s Master ESL/EFL Methods, 3rd Edition which shows several acronyms important to ESL educators. Continue reading
The Integrated Content-Based (ICB) method of teaching ESL is grounded in the cognitive approach to learning and is based on the belief that students perform better when acquisition of language and content happens concurrently. This happens in many ways through carefully organized and well-prepared lessons and instruction. Read on for details on how to effectively implement this method within your classroom. Continue reading