Identification, classification, and placement of ELL/bilingual learners into language support programs

Full Answer Section

   

• Lack of resources: Schools may not have the resources they need to provide effective language support services to ELL/bilingual learners. This can lead to students not receiving the services they need.
• Unrealistic expectations: Schools may have unrealistic expectations for ELL/bilingual learners. This can lead to students being placed in inappropriate programs or being pushed out of school.

Here are some reasons why a student who could benefit from language support services might not qualify:

• The student may not have been assessed for language needs.
• The student's language needs may not be severe enough to qualify for services.
• The student may be from a country where English is the dominant language.
• The student may have been in the United States for a long time and may appear to be fluent in English.

Here are some ways that a student might be placed in language support services inappropriately:

• The student may be placed in services based on their ethnicity or country of origin, rather than their actual language needs.
• The student may be placed in services because they are struggling academically, even if their language skills are not the primary cause of their struggles.
• The student may be placed in services because their parents or teachers have requested it, even if the student does not need them.

The role of assessments in these situations is to identify students who need language support services. However, it is important to use assessments that are valid and reliable for ELL/bilingual learners. It is also important to use multiple sources of information, such as teacher observations and student work samples, to make decisions about placement. Here is a scholarly resource that supports my response: "Issues in the Identification, Classification, and Placement of English Language Learners" by Nancy Cloud, Patricia Genesee, and Sharon Christian (2018). This article discusses the challenges of identifying, classifying, and placing ELL/bilingual learners in language support programs. It also provides recommendations for addressing these challenges.  

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.