Identifying English Language Leaners

Every teacher's dream is to have their own classroom, fully-functioning, with the perfect group of students that are willing and eager to learn. The idealized dream does not include the possibility of any problems, especially not the specific differentiated learning objectives that are necessary when applying to English Language Learners. It is a passion for teaching, for helping students, and of learning new information ourselves, that keeps teachers equipped and at the ready to help students that are English Language Learners. We will explore the different procedures within schools in Florida, to determine how schools identify students that are English Language Learners, how they assess students, and how teachers become aware of student growth.

When students enroll within the Lake county school district, in Florida, families that are fluent Spanish speakers are provided with a Home Language Survey, which is provided in both English and Spanish languages. The information that is noted within the HLS, provide details that are then utilized to determine if the student(s) within the home need an English Language Proficiency test. Based on answers written within the HSL, the Curriculum Resource teacher refers the student to an ESOL coordinator. The most basic guideline of students defined as needing ELL services are: individuals who, by reason have sufficient difficulty speaking, reading, writing, or listening to the English language to deny such individual the opportunity to learn successfully in classrooms where the language of instruction is English (ESOL Handbook, P. 5). These students are generally selected as needing services offered when they are enrolled, however teachers are also able to quickly interject if they see a student that needs additional assistance.

Information provided through the Curriculum Resource Teacher are shared with an ESOL Coordinator, who administers the Listening and Proficiency Assessment. This oral assessment is scored and based on the student's grade level along with their raw score. This score determines if the student is eligible for ELL services, within the state of Florida, and the county where they are enrolled in school. The measure of the raw score determines if the student meets the Limited English Speaking criteria, which automatically makes them eligible for ESOL services. Students that receive services are automatically provided the IDEA Oral Language Proficiency test. All tests given to students that determine their eligibility are given to the student in their native language.

When students typically enter school in grades K-2, students are generally tested at this time. If students during these formative years do not require ELL services, yet have difficulty in school, say in third grade, a committee can convene and review recommendations for students to receive services. The criteria include: extent and nature of prior educational and social experiences, written recommendations and observation by current and previous instructional and supportive services staff, level of mastery of basic competencies or skills in English and/or home language according to appropriate standards, grades from current or previous years, in addition to test results other than those from original testing. (Florida Department of Education, P. 6).

Teachers in conjunction with the ESOL Coordinator are responsible for administering the English Language Learner assessments as well as assignments that are in accordance with the goals to ensure student success. The ESOL Handbook for the county has specific instructions on monitoring the student, providing information to parents, the individualized student learning plan, and assessment. The ESOL handbook was designed to provide students integrated learning opportunities and measure based on the No Child Left Behind Act standards that evaluate a student's proficiency in English. (ESOL Handbook, P. 5). In conjunction with this Handbook, the Curriculum Resource teacher also independently puts together resources for teachers that provide strategies for individualized instruction. This keeps teachers accountable for their student achievement and offers guidance on how best to assist each student. (Clermont Elementary School, ESOL Strategies, P. 1).

All schools within the state of Florida, independent of their number of ELL students are required to improve academic achievement of students. Their instructional programs and individualized student plans are evaluated regularly and teachers in conjunction with ESOL coordinators working along-side students can start to see improvement in quality of student work, ability to comprehend the English language with more proficiency, and become more confident in their studies. With individual state rules and percentage of improvement for scores tied directly with the No Child Left Behind standards, teachers are eager to help students achieve academic success and improvement over the course of the year.

Teachers specifically become more aware of student progress through regular evaluations administered by the ESOL coordinator, in conjunction with assessments completed within the classroom. While some ESOL coordinators administer teacher assigned tests orally for understanding, as students become more proficient in English, they are capable of reading instructions independently and slowly wean from individualized administering of tests. While improvement of this nature might take longer than a year's time, ESOL coordinators that work closely alongside teachers will be able to convey a student's growth in proficiency levels. In addition, teachers ensure that students are obtaining grade-level content and developing language at the same time through their ESOL coordinator's assistance, in addition to assessments written into their lesson plans with assessment notes for individualized instruction. Since grade level placement is key during original assessment of students for ELL services, teachers can be sure that a student has the ability to learn on grade-level.

Clermont Elementary School. Strategies for Teaching English Language Learners.

District Plan for Services to English Language Learners. http://www.fldoe.org/aala/ELLPlans/2009/Lake09.pdf. Acquired September 12, 2010.

ESOL Handbook. http://lake.k12.fl.us/16511031095524563/lib/16511031095524563/_files/ESOL_Handbo ok_09-10.pdf. Acquired September 15, 2010.

Interview with Curriculum Specialist at Clermont Elementary School, Acquired September 10, 2010.