Professional Resource Catalogue

Nicole YatrousisEDU 655

Resource 1: English Language Assessment Instruments for Adults Learning English

In this resource from the Center for Applied Linguistics, it discusses different English language proficiency tests that are created for adults who are learning English. This article features different forms of assessments, as well as student performance level descriptors. It also delves into the different methods and formats for these proficiency tests for ELL learners and detailed information about the assessments.

Center for Applied Linguistics (n.d.) English language assessment instruments for adults learning English. Center for Applied Linguistics. http://www.cal.org/caela/tools/program_development/elltoolkit/Part4-31EnglishLanguageAssessmentInstruments.pdf

Resource 2: Designing Formative Assessment Rubrics for ESL Students

This Ted Talk was done by Luis Perea, who discusses how best to create assessment rubric to gain new information about ESL learners. Another interesting part of this Ted Talk was that he discusses ELL linguistic misconceptions. Alongside this, Perea gives advice about English language learner considerations and strategies to inform your instruction.

Perea, L. (2017). Designing formative assessment rubrics for ESL students. Ted Talks.https://www.ted.com/talks/luis_perea_designing_formative_assessment_rubrics_for_esl_students

Resource 3: Classroom Accommodations for ESL and ELD Students for ESL and ELD Students

In this article, it discusses accommodations for ELL learners and ways to meet the needs of all students. Some accommodations that are featured in this article include checking for comprehension, giving extra time if needed, and incorporating visuals. There is also a list of accommodations for instructional materials that are used for ELL learners.

Newfoundland Department of Education (2009). Classroom accommodations for ESL and ELD students for ESL and ELD students. Department of Education. https://www.gov.nl.ca/eecd/files/k12_curriculum_guides_esl_classroom_accommodations.pdf

Resource 4: Common core and ELLs: Key shifts in language arts and literacy (Part II)

This article discusses the instructional shifts of the Common Core standards for ELL learners. Lafond (n.d.) states that “most importantly, ELLs need to be involved in the learning and taking part in a way that allows them to experience hands-on, student-centered learning”. This article is important because it acknowledges the changes that must occur to help ELL learners to meet their academic needs while also addressing the Common Core standards.

Lafond, S. (n.d.). Common core and ELLs: Key shifts in language arts and literacy (Part II). Colorin Colorado. https://www.colorincolorado.org/article/common-core-and-ells-key-shifts-language-arts-and-literacy-part-ii

Resource 5: Assessment of Young English‐Language Learners

In this article, the author discusses how best to assess a young ELL learner, as this is very different from assessing an older ELL learner. According to Espinosa (2012), “Young ELL children present particular assessment challenges because of the unstable nature of early growth and development; moreover, young ELLs can have widely varying levels of English comprehension, which makes it difficult to accurately interpret the assessment results”. This articles also discusses the growing needs of appropriate assessments for young ELL students.

Espinosa, L. (2012). Assessment of young English‐language learners. The Encyclopedia of Applied Linguistics. https://doi.org/10.1002/9781405198431.wbeal0057

Resource 6: Research and recommendations for formative assessment with English language learners

This book discusses how successful assessments conducted with ELL learners can lead to academic progress for these students. According to Abedi (2010), “research on the instruction and assessment of English language learners (ELL) suggests that these students are faced with dual challenges: learning a new language and learning academic content in a language that they are trying to learn” (p. 181). This book also discusses the differences between summative and formative assessments for ELL learners.

Abedi, J. (2010). Research and recommendations for formative assessment with English language learners. Handbook of Formative Assessment. https://books.google.com/books?hl=en&lr=&id=q0mPAgAAQBAJ&oi=fnd&pg=PA181&dq=assessments+for+ell+students&ots=31B-9qjEp0&sig=HzTMxeBMwzfvw6S-tSV9JaNVX8k#v=onepage&q=assessments%20for%20ell%20students&f=false

Resource 7: Fairness in Assessment of English Learners This article was very interesting, as it explores the problems that can occur when ELL learners

are not given the proper accommodations during assessments. According to Levine and Abedi (2013), “major changes and restructuring of the assessment and accountability system is expected as the nation transition to a new generation of assessment system supported by the federal Race to the Top (RTT) competition”. This article also discusses the rollout of Smarter Balanced Assessment Consortium (SBAC) assessment and how it impacts ELL learners.

Levine, H. and Abedi, J. (2013). Fairness in assessment of English learners. Leadership, v42 n3 p26-28. https://eric.ed.gov/?id=EJ1004517

Resource 8: Classroom Needs Assessment Tool

In this classroom needs assessment, it discusses how to gather information about ELL learners to meet their academic needs. According to Bow Valley College (2011), “taking the time to understand individual learners’ needs, challenges and goals will help you provide effective instruction and support” (pg. 1). This needs assessment also provides strategies to inform instruction from the data of the needs assessment.

Bow Valley College (2011). Classroom needs assessment tool. Bow Valley College.https://globalaccess.bowvalleycollege.ca/sites/default/files/classroom%20needs%20assessment%20tool.pdf

Resource 9: Identification, Assessment, and Instruction of English Language Learners with Learning Difficulties in the Elementary and Intermediate Grades

In this article, the authors dive into the idea that their ELL learner could also have a learning difficulty, and how to address this. According to Adelson, Geva, & Fraser (2014), “the aim of this guide is to help teachers consider whether struggling ELLs have a learning difficulty or whether they are struggling merely because they are ELLs, and to help teachers and schools address the needs of those students”. This article also discusses the interventions and instructional strategies that can be done when an ELL learner is struggling.

Adelson, V., Geva, E., Fraser, C. (2014). Identification, assessment, and instruction of English language learners with learning difficulties in the elementary and intermediate grades. Applied Psychology & Human Development. https://ctserc.org/documents/resources/ELLs-with-special-needs.pdf

Resource 10: Evaluating Growth for ELL Students: Implications for Accountability Policies

In this article, the authors discuss growth based models for assessment and how it impacts ELL learners. According to Lakin and Young (2013), “in recent years, many U.S. states have introduced growth models as part of their educational accountability systems”. The authors also discuss how to use this information to analyze progress for ELL learners.

Lakin, J. and Young, J. (2013). Evaluating growth for ELL students: Implications for accountability policies. Educational Measurement. https://doi.org/10.1111/emip.12012

Resource 11: Practitioner Toolkit: Working With Adult English Language Learners

This article was extremely helpful when curating information about working with adult ELL learners. “The Practitioner Toolkit: Working with Adult English Language Learners is designed to give support to adult education and family literacy instructors who are new to serving adult English language learners and their families in rural, urban, and faith- and community-based programs” (p. 8). This toolkit has positive strategies for helping ELL families navigate through their work and home environments.

Center for Applied Linguistics (2008). Practitioner toolkit: Working with adult English language learners. Center for Applied Linguistics. http://www.cal.org/caela/tools/program_development/CombinedFiles1.pdf

Resource 12: Learner-directed assessment in ESL

This resource was fascinating, as it delves into how to make assessments learner-directed and purposeful. “ The most important consideration in any assessment is the purpose, or use, for which it is intended, so that it is essential for developers of learner-directed assessments to clearly specify the purpose for which these are intended”. This resource also discusses how to make self assessments effective, and impactful for students.

Ekbatani, G., Pierson, H. (2000). Learner-directed assessment in ESL. Lawrence Erlbaum Associates, Inc.

Resource 13: Assessment and ESL: On the Yellow Big Road to the Withered of Oz. A Handbook for K-12 Teachers

This resource helps to meet the needs of ELL learners by collecting data to inform for assessment and instruction. “They discuss why ongoing, observation-based assessment makes sense when evaluating students who are acquiring a new language; how to evaluate ESL students for placement and follow-up”. When thinking of where to start with ELL learners, this resource gives good tips about using the assessment to effectively inform instruction.

Law, B., Eckes, M. (1995). Assessment and ESL: On the yellow big road to the withered of Oz. A handbook for K-12 teachers. Peguis Publishers Limited. https://eric.ed.gov/?id=ED447699

Resource 14: Improving writing skills: ELLs and the joy of writing This article lists differentiation methods for teaching ELL learners writing. “With some pre-planning, a teacher can create a writing assignment that will allow every student to be successful”. This resource also lists approaches that can be successful when assisting ELL learners and meeting their individual needs.

Robertson, K. (2010). Improving writing skills: ELLs and the joy of writing. Colorin Colorado. https://www.colorincolorado.org/article/improving-writing-skills-ells-and-joy-writing

Resource 15: Consideration for ELLs

This resource provides helpful tips for providing differentiation in the classroom with effective teaching strategies. “Effective teachers try to differentiate between ELLs' content knowledge and their writing proficiency”. This article also discusses how interactive writing can be especially beneficial for ELL students and engaging students.

Brown University (n.d.). Consideration for ELLs. Brown University. https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/writing.

Resource 16: Scaffolding Writing Instruction for English-Language Learners

This recourse provides educators with concrete examples for providing scaffolding for ELL learners. Some scaffolding strategies include sentence stems, using models from literature, and using dictation. When teaching writing to ELL learners, it is critical to provide scaffolding and differentiation to meet their individual needs.

Hudson, H. (2015). Scaffolding writing instruction for English language learners. We are Teachers. https://www.weareteachers.com/step-by-step-scaffolding-writing-instruction-for-english-language-learners/

Resource 17: Learner Goal-Setting This resource discusses how it is critical for ELLs to have goals and objectives to work for that are individual to their needs. “By creating student-centered lessons, instructors can provide adult ESL students with opportunities to articulate goals, determine steps to achieving goals, define timelines for reaching goals, and participate in goal-attainment activities”. This article also goes into detail for how best to create goals and objectives for ELL learners to tailor to their needs.

Magy, R. (2010). Learner goal-setting. Pearson Education. https://www.sabes.org/sites/sabes.org/files/resources/RMagy_Monograph.pdf

Resource 18: 3 ways to use TED Talks with ELs As I was searching for TED Talks that discussed teaching ELL learners, I came across this article that discusses the benefits that TED Talks have on ELL learners. Some benefits include increasing vocabulary, listening comprehension, and discussion skills. Using TED Talks with ELL learners can also helps ELLs feel represented, as they might watch a TED Talk from someone of a similar background and culture.

Huynh, T. (2018). 3 ways to use TED Talks with ELs. Empowering ELLs. https://www.empoweringells.com/ted-talks/

Resource 19:Scaffolding through Questions in Upper Elementary ELL Learning

This resource discusses another strategy for scaffolding, which involves asking questions for higher level thinking. The questions focus on student’s thinking and language skills through answering effective questions. This is a scaffolding strategy that can be effective in meeting individual learning needs.

Kim, Y. (2010). Scaffolding through questions in upper elementary ELL learning. Reading Recovery Council of North America. https://eric.ed.gov/?id=EJ910116

Resource 20: Visual Scaffolding Tips for ELLsThis article provides helpful tips for visually scaffolding for ELL learners, along with images to create helpful tools. “Keep your visuals, graphic organizers, and color coding the same for each lesson and content area”. The strategies in this article are so beneficial, as they are doable tips that can easily be done to effectively provide scaffolding for ELL students.

Ponce, J. (2018). Visual scaffolding tips for ELLs. Teaching Channel. https://www.teachingchannel.org/tch/blog/visual-scaffolding-tips-ells