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LAB-R Identification Report

870 Words4 Pages

In the State of New York all public and charter schools must administer an identification test to newly enrolled students who, by reason of foreign birth or ancestry, speak a language other than English and/or speak little or no English, in order to determine whether they are English Language Learners (ELLS). This test is commonly referred to as the LAB-R (Language Assessment Battery Revised). It is used to identify and determine if a student is in need of Bilingual Education or English as a Second Language (ESL) services. All LAB-R eligible new entrants must be tested as soon as possible, but in all cases, no later than ten schools days after the date of enrollment. Parents/caregivers of all new, first time entrants are required …show more content…

Educational theories state that children can most easily acquire fluency in a second language by first acquiring fluency in their native language. The goal of transitional bilingual education is to help transition a student into an English-only classroom as quickly as possible. The length of time a student is taught English while learning other subjects in their first language is typically three years. Research has shown that many of the skills learned in the native language can be transferred easily to the second language …show more content…

The majority of dual language programs in New York City in English and Spanish, although increasing numbers of programs use a partner language other than Spanish, such as Chinese and Haitian/Creole. Dual language programs use the partner language for at least half of the instructional day in elementary years (50% English/50% Spanish). They usually start in Kindergarten or First Grade and extend for at least five years, although many continue into middle school and high school. In an ESL classroom students are offered six terms (three years) of ESL instruction in order to boost their English language skills. All instruction is conducted in English (100%). Students learn English in their regular everyday classes and are offered After-School Academic Intervention Services. After parents/caregivers have been provided with an introduction to the various ELL programs available, the parents are also provided with an “ELL Parent Brochure”. It provides information on ELL identification and eligibility, the types of ELL programs and ways parents can participate in their child’s education. The parents are then asked to indicate their preference in programming and they fill out and sign the Parent Survey/Program Selection

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823 Words | 4 Pages

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Spanish is the predominant spoken language among non-English speakers. There are currently more than 180 different languages groups represented among the students in America’ schools. Nearly and mostly all newcomers are likely to have difficulties adjusting to their new environment. The continuous growth of the ELL population requires teachers to have the capacity to serve diverse classrooms. As teachers, we face multiple challenges: teaching content-area curriculum, while at the same time supporting students’ English-language development.

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498 Words | 2 Pages

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1667 Words | 7 Pages

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1835 Words | 8 Pages

With bilingual classes, both ELL students and English speaking students can work in the same

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