ESL-5003

Textbooks

• Read Chapter 6: Psychometrics 
  • In this chapter, the author explores the complexities of standardized testing for MLs and the challenges of interpreting test scores. The chapter distinguishes between criterion-referenced tests (CRTs) and norm-referenced tests (NRTs), highlighting their different purposes and inherent biases, particularly against MLs. It critiques traditional testing models that compare MLs to native English speakers, arguing that such practices systematically disadvantage multilingual students.
• Read Chapter 7:  Accommodations
  • In this chapter, the author explores the role of accommodations in standardized assessments for MLs and questions their effectiveness. They argue that rather than relying on accommodations, assessments should be fundamentally redesigned to be more inclusive and equitable for MLs. While various accommodations are permitted, such as extended time and linguistic support, there is limited research proving their effectiveness. The chapter highlights linguistic simplification as a promising strategy to enhance accessibility without altering test validity. Ultimately, Mahoney emphasizes the need for assessment systems that prioritize fairness and accuracy for linguistically diverse students.
     

• Read Chapter 2 Second Language Acquisition Theory
  • In this Chapter, Krashen and Terrell outline the theoretical foundations of their method, emphasizing the distinction between language acquisition and language learning. They propose that acquisition is a subconscious process akin to how children learn their first language, while learning is a conscious process involving formal instruction. The authors introduce key hypotheses, including the Input Hypothesis, which posits that learners progress by understanding language input slightly beyond their current proficiency (i+1), and the Affective Filter Hypothesis, suggesting that emotional factors can impede or facilitate language acquisition. These concepts underscore the importance of providing comprehensible input in a low-anxiety environment to promote natural language development.
• Read Chapter 3: Implications of Second Language Acquisition Theory for the Classroom
  • In this chapter, the authors offer practical implications of their theories for language teaching. Krashen and Terrell advocate for a focus on meaningful communication rather than explicit grammar instruction. They recommend creating a classroom atmosphere that encourages spontaneous language use, where errors are seen as a natural part of the learning process and not immediately corrected. The authors suggest that teachers should provide rich and varied language input, use visual aids and context to enhance comprehension and design intrinsically motivating activities to lower the affective filter. This approach aims to mirror the naturalistic language acquisition process, facilitating the development of communicative competence in learners
     

• In this book chapter, the authors focus on the assessment of mathematical knowledge for ELL students. They focus on how educators can differentiate between students’ ability to understand mathematics content and their proficiency in English required for the task.  They suggest that educators are not always prepared to assist students with these challenges and offer specific strategies that can be used to support students’ mathematical learning and communication. 

Articles

• This article is an overview of the literature regarding the impact of specific instructional strategies on the reading comprehension of ELL students. The meta-analysis includes experimental and quasi-experimental studies of reading interventions for ELL students, focusing on four specific strategies. The findings indicate that each of these instructional strategies is beneficial for ELL students' reading comprehension. 

Videos

• In this video, the educator demonstrates how to use informal assessment to gauge student understanding. She also focuses on the support offered to ELL students who need extra practice with drawing conclusions.

Lesson Plans

This week’s assignment requires that you access three lesson plans.  If you do not have lesson plans or cannot acquire them from a colleague, the following websites may be a good place to start.

If you are searching for lesson plans online, consider the following reputable sources that provide resources for different academic levels:

• Offers ELA and literacy-focused lesson plans for various grade levels. Includes instructional scaffolding strategies for diverse learners.

• Provides high-quality, standards-aligned math lesson plans. Includes tasks that promote conceptual understanding.

• Provides social justice and culturally responsive lesson plans. Ideal for history, social studies, and character education topics.

The following websites provide examples of lesson plans with accommodations and alternative assessments for ELL students.

• Features a range of K-12 lesson plans across subjects. Offers differentiation strategies and accommodations for ELL students.

• A repository of open educational resources, including lesson plans for all subjects and grade levels. Allows filtering for ELL and accessibility resources.

Other Resources

• Review Chapter 1 and Chapters 4 through 7 for additional information on applying Krashen’s theory to the ELL classroom.

• Peruse the gallery of videos on effective instruction for ELL students if you need ideas to complete this week’s assignment.