EnglishLanguageAssessment
EnglishLanguageAssessment
•Policy background
EnglishLanguageAssessment
•Policy background•Research-based evidence
EnglishLanguageAssessment
•Policy background•Research-based evidence•Vocabulary
EnglishLanguageAssessment
•Policy background•Research-based evidence•Vocabulary•Content support
EnglishLanguageAssessment
•Policy background•Research-based evidence•Vocabulary•Content support•Assessment and Instruction
Source: Historical Photograph Collection of San Francisco Public Library's San Francisco History Center.
Lau v. Nichols, 1974There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.
Castañeda v. Pickard, 1981
The U.S. 5th Circuit Court of Appeals ruling interpreted the Equal Education Opportunities Act of 1974 statement of "appropriate action" as requiring the meeting of three criteria:
(1) programs must be based on "sound educational theory";
(2) they must be "implemented effectively" with adequate resources and personnel, and
(3) after a trial period, the program must be evaluated as effective in overcoming language handicaps.
Theory Implementation Assessment
modify
Castañeda Model
Reading Comprehension
0 1 2 3 4 5 6GRADE
3
4
5
6
7
8
9
10
11
12
Age
Eq
uiv
ale
nt S
core
English-OnlyBilingual
Program
0 1 2 3 4 5 63
6
9
12
The fight between bilingual and English only is misplaced.
Academic English development takes many years.
0 1 2 3 4 5 6 7GRADE
0.0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1.0
Me
an
Sco
r e,
1 =
Cr i
ter i
on
Oral EnglishReadingWritingRedesignation
Measure
Assessments that showed difference between strong and weak readers
-1.5
-1
-0.5
0
0.5
1
1.5
L1S L1W L2S L2W
Group
Ave
rage
Z-s
core
BPST
spell_total
spell_feature
Raven
Assessments that showed difference between L1 and L2 readers as well
-1.5
-1
-0.5
0
0.5
1
1.5
L1S L1W L2S L2W
GroupA
vera
ge Z
-sco
re
PPVT
voc_definition
voc_metacognition
read_accuracy
Even after attainment of English proficiency, a remaining prominent difference between first and second language
readers is in academic vocabulary.
Loret Peterson video clip
Policy pressures are increasing to rapidly mainstream English learners out of bilingual programs.
Needs of Lau
• Development of academic English, especially vocabulary.
• Support of content area knowledge.
Content teacher
ELL student
EL Website
Content teacher
ELL student
EL Website
Instant NLP-capacitatedSupport for content
Instruction & Vocab
Content teacher
ELL student
EL Website
Instant NLP-capacitatedSupport for content
Instruction & Vocab
Scan text
T & T
Content teacher
ELL student
EL Website
Instant NLP-capacitatedSupport for content
Instruction & Vocab
Vocab Net
Scan text
T & T
Content teacher
ELL student
EL Website
Instant NLP-capacitatedSupport for content
Instruction & Vocab
Vocab Net
Scan text
T & T
Wordnet
Content teacher
ELL student
EL Website
Instant NLP-capacitatedSupport for content
Instruction & Vocab
Vocab Net
Scan text
T & T
Content Net
Content teacher
ELL student
EL Website
Instant NLP-capacitatedSupport for content
Instruction & Vocab
Vocab Net
Scan text
T & T
Content Net
Research-supported, user- and expert-rated
Content teacher
ELL student
EL Website
Instant NLP-capacitatedSupport for content
Instruction & Vocab
Vocab Net
Scan text
T & T
Instruction /
Assessment
Content Net
Research-supported, user- and expert-rated
Content teacher
ELL student
EL Website
Instant NLP-capacitatedSupport for content
Instruction & Vocab
Vocab Net
Content Net
AssessmentMine
Scan text
T & T
Instruction /
Assessment
Content teacher
ELL student
EL Website
Instant NLP-capacitatedSupport for content
Instruction & Vocab
Vocab Net
Content Net
AssessmentMine
Scan text
T & T
Instruction /
Assessment
Standards
Content teacher
ELL student
EL Website
Instant NLP-capacitatedSupport for content
Instruction & Vocab
Vocab Net
Content Net
AssessmentMine
Scan text
T & T
Instruction /
Assessment
Strategy:
Start with vocabulary. Why?•Key component of academic language.•Challenge to English learners as well as to native speakers.•Convenience, including availability of technology and databases.
Strategy:
Start with vocabulary. Why?•Key component of academic language.•Challenge to English learners as well as to native speakers.•Convenience, including availability of technology and databases.
Move on to content support. Build on experiences from K-12 testing.
Strategy:
Start with vocabulary. Why?•Key component of academic language.•Challenge to English learners as well as to native speakers.•Convenience, including availability of technology and databases.
Move on to content support. Build on experiences from K-12 testing.
Partnerships.Center for Applied Linguistics, MathForum and other content sites, publishers.
Strategy:
Start with vocabulary. Why?•Key component of academic language.•Challenge to English learners as well as to native speakers.•Convenience, including availability of technology and databases.
Move on to content support. Build on experiences from K-12 testing.
Partnerships.Center for Applied Linguistics, MathForum and other content sites, publishers.
Strategy:
Start with vocabulary. Why?•Key component of academic language.•Challenge to English learners as well as to native speakers.•Convenience, including availability of technology and databases.
Move on to content support. Build on experiences from K-12 testing.
Partnerships.Center for Applied Linguistics, MathForum and other content sites, publishers.
International.