Identification of ELLs
- 1. IdentificationofELLs By: Megan Cervini, Alexandra Johnson, and Michelle Pope
- 2. HomeLanguageSurvey The first step in identifying English language learners (ELLs) is to send home a home language survey. This survey allows administration to know if the student speaks a language other than English at home. Ideally, a parent would be walked through the survey in order to ensure accurate answers. The NYC home language identification survey can be found here: http://schools.nyc.gov/NR/rdonlyres/2CF11E0F-BDBE-4DCB-9E7B- 7452A6AB6CDF/0/HLIS_5_24_07_ENGLISH.pdf
- 3. ProblemswithHomeLanguageSurvey ● It should not be the only means of identifying ELs ● Parents can indicate if they want their child to only speak English ● Parents may fear that their child will not be able to attend their school and their child won’t be treated like other students ● When a school suspects a student is an EL there must be an assessment
- 4. IdentificationTesting ● Testing must be age appropriate and also assess the student's’ ability to listen, read, write,and speak English ● Not uncommon for students to test proficient in listening and speaking but not reading and writing ● Purpose of assessments consist of: ○ Identifying a student’s need for EL services ○ Establishing and EL’s English Proficiency ○ Determining the number of ELs in a district and their English language and learning needs ○ Examples of Tests: Bilingual Syntax Measure (BSM) of listening and speaking; IDEA Proficiency Test (IPT); Language Assessment Scales (LAS); WIDA_ACCESS
- 5. Assessment inPrimaryLanguage ● Helpful to test students in both their primary language and English→ This is critical for planning and implementing Bilingual Programs ● Provides key information about a student’s ability to listen, speak, read, and write in both languages ● The Student Oral Language Observation Matrix (SOLOM) created in California→ The purpose was to assess students’ ability to listen and speak in any language ● Helpful for assessing the primary languages of students who speak languages other than English & Spanish
- 6. Assessment inPrimaryLanguagecont. ● Administering SOLOM ○ An assessor observes a student engaging in listening and speaking tasks and then rates the students’ skills in these tasks based on the five language areas: comprehension, fluency, vocabulary, pronunciation, and grammar ○ The assessor must be proficient in the language being tested ○ Reading and writing should be accompanied along with SOLOM ○ Administration can create their own identification assessments in English or other languages in which staff members are proficient
- 7. IdentificationConsiderations When should we test? Identification testing should be done as soon as possible. A good rule of thumb is to assess a student within his or her first five days at school. 1. It allows a school to determine programming needs as soon as possible. 2. It enables students who have been identified as ELs to receive appropriate programming as soon as possible. Who should conduct the testing? -ESL and bilingual education teachers are trained to administer identification testing and should be the ones to do it. -In the absence of this, school administrators must make every effort to assign and train staff to do this task. -Whoever is assigned to do it must be proficient in the language that is being tested.
- 8. IdentificationConsiderationsCont. How do we test? -Test administration can range from minutes to hours. -The older the student & the higher the language proficiency the longer the test will take. -Testing should be done in a comfortable, quiet environment to ensure accurate results. -Be sure to document test findings and track student growth. What to do after the test? -Conduct a parent and/or student interview, with proper translating/interpreting services, to determine prior schooling and other background knowledge.
- 9. IdentificationofELLsatPS347 ELLs are identified by sending home a home language survey. Parents are then responsible to fill it out and return it to the school. Based on home language, students may then be recommended for ESL services without further identification testing. Currently, there are only a handful of students at PS347 who receive ESL services from our ESL teacher.
- 10. IdentificationofELLsatPS347Cont. Many of the parents at our school are uneducated themselves and may struggle to appropriately complete the home language survey. For example, there are three siblings at the school: one in kindergarten, one in fourth grade, and one in fifth grade. The student in kindergarten is identified as an ELL and receives ESL instruction, however, the fourth and fifth grader do not. It is all because of how the form was filled out by the parents.