Identification, classification, and placement of ELL/bilingual learners into language support programs
Research potential issues related to the identification, classification, and placement of ELL/bilingual learners into language support programs. Focus your research on English language support (e.g., ESL, ELD, SEI) or bilingual language support, not just issues related to the intersection of ELL/bilingual learners and other services (e.g., gifted and talented education, special education). Why might a student who could benefit from language support services, not qualify? Or how might a student be placed in language support services inappropriately? What is the role of assessments in these situations? Cite at least one scholarly resource supporting your response.
Sample Answer
- Bias: Assessments used to identify ELL/bilingual learners may be biased against certain groups of students, such as those from low-income families or those with disabilities. This can lead to some students being misidentified as ELLs or bilingual learners, while others who need services are not identified.
- Lack of understanding of ELL/bilingual learners: Teachers and administrators may not have a good understanding of the needs of ELL/bilingual learners. This can lead to them making inaccurate assumptions about these students’ abilities and needs.