Checkpoint accommodating english language learners

As a foundation for the Guide, GW-CEEE conducted the two studies described below.The Guide on October 16, 2008 at the LEP Partnership meeting held in Washington, DC.[Findings from the study indicate that state policies for ELLs often do not distinguish accommodations for ELLs from those for students with disabilities.

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(Acosta, Rivera, & Shafer Willner, 2008) built on the findings of the Descriptive Study (see above).The research team worked with an expert panel to select and prioritize which ELL-responsive accommodations and also developed an ELP rubric based on an examination of currently used ELP tests.Using the rubric, the expert panel mapped the selected ELL-responsive accommodations to three levels of ELP - beginner, intermediate, and advanced.With a diverse nation the amount of students who do not speak English as a primary language is drastically increasing.It is important that as a teacher you are aware of how to help students not fluent in the English language emerge and succeed.

There are ten steps and instructor must take to insure the success of English Language Learners and accommodate them accordingly.Step One: The first thing an instructor should do is asses how much English the student already knows and become familiar with their background.This will give the teacher a starting point to work from when determining the best learning process for the students.Step Two: Determine which learning style the student will thrive from.Each student has their own way of learning, some students learn from reputation, visual aids, books, and lectures.developed a guide to support SEAs when refining state assessment policies for accommodating ELLs.