In placement, assessment serves a major role in identifying the ELL instructor who is competent in offering quality education to the students irrespective of their special needs. In teaching and learning of ELL students, an ELL instructor needs to be evaluated to determine whether he or she will be able to support the learning institution in achieving its educational based goals. This ELL instructor interview is meant to understand the indicators of a classroom teacher in handling students with language barrier(Cheatham, Jimenez-Silva, Wodrich, & Kasai, 2014). The interview also seeks to identify how assessment is done, the roles of parents and teacher, and the techniques used in the classroom assessment. The interview also explores the different types of assessment and their benefits in offering education to ELL students. Although ELL instructors acquire the required education and training to be able to offer education to the special students and ELL students, assessment is very important in their placement because it helps in understanding how competent they are in offering their service.
Diagnostic, Formative, and Summative Assessments
Based on an interview, the instructor identified that informal and formal assessment results are very helpful in placement. To explain, he stated that formal assessment results helps in understanding the qualifications of the ELL instructor in relation to the provision of special education, as well as one’s competence in meeting the educational needs of the students. On the other hand, he identified that informal evaluation aids in realizing the perceptions and attitude of the ELL instructor in offering ELL based services.
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The instructor also stated that the changes among the individual ELL proficiency levels regarding the course of the school year are accounted for through offering additional training to the instructors and changing the nature of the resources used in offering education services. In addition, he identified that instructors are supported to advance their education for the improvement of their skills.
Exceptional English Language Learners
During the interview, the instructor highlighted some of the indicators of exceptionality that a classroom teacher needs to look for the moment he is handling a student with language barrier as; proper understanding of different languages, the ability to use sign language for communication, and efficient listening skills.
The interviewee also identified that some of the primary factors exhibited in underachievement that fail to show special education needs are; the attitude of the student and the support offered by the parent to the student in need of special education.
Struggling ELLs and Parental and Teacher Involvement
The interviewee was able to identify some of the roles of parents and teachers in placement. He said that parents are supposed to determine the programs that are the best for their children and contributing in the decision-making process for the provision of ELL education(Coates, 2016). On the other hand, the teacher serves as identifying and implementing the necessary strategies in teaching content and evaluating the special needs of the student and teaching the student the English language.
Benefits of the SIOP Components for All Students
The instructor also identifies that the integration of summative, formative, and diagnostic assessments for the ELLs in the mainstream classrooms is performed through ensuring that an instructor is evaluated when the instruction is starting, while it is in progress, and at the end(Coates, 2016).
Conclusion
Assessment for placement is very important in working with an ELL instructor who has the capacity to offer the necessary education to the special students and the ELL students. Therefore, evaluation of ELL instructor should be performed regularly.
References
Cheatham, G. A., Jimenez-Silva, M., Wodrich, D. L., & Kasai, M. (2014). Disclosure of information about English proficiency: Preservice teachers’ presumptions about English language learners. Journal of Teacher Education , 65 (1), 53-62.
Coates, P. W. (2016). To build a culturally sensitive educator: A clinical model highlighting the importance of innovative ESL strategies in early field placement classes teaching ELL middle level students. Theory and Practice in Language Studies , 6 (3), 445.
Coates, P. W. (2016). Clinical Model Highlighting the Importance of Innovative ESL Strategies in Early Field Placement Classes Teaching ELL Middle Level Students. Theory and Practice in Language Studies , 6 (3), 445-451.
