ELL IDENTIFICATION AND PROCESSEnglish Language Learners (ELL) are transforming schools with bilingual education. there are many subgroups of ELL students in rural, cities, and suburban areas all over the world. As educators, it is important to help identify which students are ELL students so they can get the support they need to succeed academically and develop English.
Below is the state guidelines for a student to be identified as an ELL in the state of Colorado. In Colorado, 17.7% are fluent English, 60.1% are limited English proficient, and 22.3% are non-English proficient in the state of CO. Spanish is the top language spoken among EL students. After Spanish, are the other top 5 languages spoken in CO are Arabic, Vietnamese, Russian, and Chinese.
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Identification Process
IdentificationWhen families enroll their children in school, they are required to fill out a Home Language Survey (HLS). Families must answer three questions on the survey. HLS's must be kept on file for the school, staff, and school audits.
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AssessmentOnce there is confirmation of another language besides English in the household, then the student is assessed on their English proficiency level. This test is called the WIDA-ACCESS Placement Test (W-APT). The state also implements body of evidence (BOE) to determine students level of English proficiency.
If the students needs further support for English proficiency, their families are notified of LEIP services the school offers within the first 30 days. Then appropriate placement is determined on students proficiency level and BOE. Here is a link of proper communication with limited English families. http://www.2ed.gov/about/offices/list/oela/english-learner-toolkit/chap10.pdf |
PlacementThis is the final step with EL students, where they are place in an appropriate program with their families consent.
There are programs that include, ESL, structured immersion, bilingual/dual language programs, and English language programs. There is ongoing monitoring and assessment for students academic growth and language proficiency. |
My Goals for Emergent Bilingual Students
1. To provide a nurturing, safe, and comfortable environment for students
2. Support and value each students cultural background and language
3. Differentiate class instruction to meet all the students full potential and their needs
4. To promote academic growth and individual growth for students
One language sets you in a corridor for life. Two languages open every door along the way." -Frankie Smith |
Cited sources
Colorado Department of Education. Guidebook on Designing, Delivering and Evaluating Services for English Learners (ELs). 2019. Retrieved from. https://www.cde.state.co.us/cde_english/identification-placement
S Reardon, I. Umansky, & R. Valentino. The Promise of Two-Language Education. Feb. 2016. file:///C:/Users/shlbe/AppData/Local/Packages/Microsoft.MicrosoftEdge_8wekyb3d8bbwe/TempState/Downloads/Umansky_Valentino_Reardon_EL_2016%20(1).pdf
Wright, W. E. (2010). Foundations for Teaching English Language Learners: Research, Theory. Policy and Practice. Philadelphia: Caslon Publishing
Colorado Department of Education. Guidebook on Designing, Delivering and Evaluating Services for English Learners (ELs). 2019. Retrieved from. https://www.cde.state.co.us/cde_english/identification-placement
S Reardon, I. Umansky, & R. Valentino. The Promise of Two-Language Education. Feb. 2016. file:///C:/Users/shlbe/AppData/Local/Packages/Microsoft.MicrosoftEdge_8wekyb3d8bbwe/TempState/Downloads/Umansky_Valentino_Reardon_EL_2016%20(1).pdf
Wright, W. E. (2010). Foundations for Teaching English Language Learners: Research, Theory. Policy and Practice. Philadelphia: Caslon Publishing