LLED 360307 Fall 2017 Dr. Lorna Ramsay

Reading Analysis Reflection Date: Sept 28, 2017

Facilitator name: Matt LeBourdais

Text Chapters: Coelho, E. (2012). Chapter 4: Differentiated instruction and assessment for newcomers and language learners.

Name of outside source:

Cummins, J., Bismilla, V., Cohen, S., Giampapa, F., & Leoni, L. (2006). Timelines

and lifelines: Rethinking literacy instruction in multilingual classrooms. Orbit, 36(1), 22-26.

New Vocabulary:

CERF (Common European Framework of Reference for languages), Cummins Model, Scaffolding, Large-scale assessments,

Main Themes:

5-year progression of ELL:

We cant use the same assessment criteria for ELL and regular students.

CERF Model:

6 levels: between absolute beginner and a highly proficient

CERF can be used to describe performance in any language, and in the learners first language as well as any additional languages that he or she may be learning.

The CEFR model can be used as a foundation for the development of age-appropriate developmental learning for L2 development among students of school age.

CEFR was designed for educated adult learners.

The CEFR is by definition a framework, not a ready-to-use continuum suitable for students of all ages and in all contexts, but it does offer a very useful basis from which to start and that is its purpose.

Example of the six levels is below (might not go into detail in group)

The Cummins Model:

Explains the development of ELL and what these students need through different stages (support, cognitive demand) in order to learn optimally.

Context embedded/reduced = support / scaffolding

Cognitively undemanding/demanding = demands placed on learners thinking process

Important considerations with Cummins model:

Be flexible and responsive to students needs:

*Example: students may be in different quadrants for different subjects

*NOTE: It is important to continue to provide support through Quadrant C, even though most students may be fully integrated into mainstream classrooms by this stage.

Assessment and Evaluation of Second Language Learners:

Curriculum-based assessment:

L2Ls working in Quadrants A and B will not always be working towards the same curriculum objectives or outcomes as other students in the class, depending on the linguistic and cultural challenges of the subject area and the background knowledge or skills that the students bring to the subject. Instead, performance needs to be assessed on the basis of attainable learning outcomes that reflect appropriate linguistic and academic development, until L2Ls have reached the stage where the grade-level curriculum objectives are appropriate for them.

*Important: In designing instruction and assessment for newcomers and L2Ls, opportunity to learn should be a guiding principle: it is neither equitable nor ethical to assess student performance on the basis of knowledge or skills that they have not had an opportunity to learn. L2Ls have not had the same opportunity as their peers to learn the language of instruction. They cannot be expected to perform at the same level in L2 as their peers, or to be as effective in communicating their learning, until they have had sufficient time and sufficient and appropriate instruction to enable them to catch up to their peers in academic language proficiency.

Evaluation and reporting recommendations:

Transparency

Gathering information for reporting

Large-scale assessment

My Critical Argument or Thesis

In the article it is stated that students who are in the early stages of L2 development (A1, A2) should not be included in large-scale assessments. To counter this, one could argue that there could there be benefits from having beginner and intermediate stage ELLs take large-scale assessments. These sort of standardized tests may not be good when comparing these ELL students to others English speaking students, but it could serve as a baseline test to show where an individual stands at that moment in time. The student could revisit the standardized test later and see if improvements have been made? Is this beneficial in any capacity? Or should they be excluded from these types of tests completely? I am interested to hear what my group has to say (the first discussion question addresses this and takes it one step further).

Educational Implications (discussion questions for my group):

Questions:

When should ELLs have to start taking large-scale assessment tests?

What are fair ways to assess, evaluate, and grade beginner ELLs as teachers?

How can teachers integrate ELLs into a regular classroom with English speaking students?

Cummins example.

Comments from our group discussion:

Standardized testing. When and how do we integrate ELLs into standardized tests? Is it fair? Should they even exist?

Poppy - first experience of taking provincial exams stakes were high. Students feel that pressure. ELLs will feel even more pressure.

Shane:

TOEFL students learn how to beat the test (score high on the test), but what does that accomplish? Is a test like this valid?

Danielle practice standardized tests. The benefits. Less pressure, chance to practice

Standardized tests

How can we assess and evaluate?? Best practice:

Formative (process) vs Summative (outcome) based assessments.

Other subjects (except English), focus on content of answers, not grammer.

Best practice to assess and evaluate students work:

Shane: Mark errors (with symbols), but dont tell them what is wrong they have to figure it out on their own. Gets them to focus on the process. Critical thinking is enhanced.

Danielle: ELLs on test (Math). Re write word problems to make wording simpler.

Challenge: How to give a grade to ELL? Personalized objectives and goals (by professionals in school, family, teachers). Create a plan, and be flexible.

How can we integrate these types of assessment within the current framework and curriculum?

Shane: we need to change expectations on what a good grade is.

Cummins reading:

Benefits of allowing cultural and personal stories in class and allowing students to use their own language in the class.