English Language Assessment

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

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1 =

Cr i

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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

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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.