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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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Linda Mitchell is the English as an Additional Language Coordinator for Regina Public Schools. Linda presented information on the changes and developments of the EAL program. Currently, all Regina Public elementary schools have EAL teaching and learning supports and 7 out of 8 high schools have EAL teachers and supports. Linda started her presentation by emphasizing how much immigration has grown. She gave the statistic that 22% of students attending Regina Public Schools are EAL.

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608 Words | 3 Pages

Throughout this assignment, I was able to learn about both the ELPS and TLPAS in greater detail than I have in the past. I learned that these programs have a significant impact on schools, and that teachers play a large role in implementing these programs. Overall, I learned what exactly these programs are, the role of the teacher in these programs, and how they impact the students in the classroom. The acronym ELPS stands for English language proficiency standards and they are the “federally required instructional standards designed to ensure that ELL’s are taught the academic English they need for school purposes.” The teaching of the ELPS falls on the shoulders of the student’s teacher, who must ensure that they are integrating the ELPS

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673 Words | 3 Pages

The observation of an ESL program was completed in the Kindergarten classroom #005A with Mrs. Wohlfeill at Bernhard Moos Elementary School. The ESL program that was evident while observing the classroom was sheltered English instruction. Sheltered English instruction is an instructional approach that engages ELLs above the beginner level in developing grade-level content-area knowledge, academic skills, and increased English proficiency (“What is”, n.d). Many of the ELL children in the classroom seemed to have a high level of English proficiency. However, the teachers modify their speech and, when necessary and feasible, content text so that English language learners can grasp important content concepts, facts, and questions (“what is”, n.d).Therefore,

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1557 Words | 7 Pages

Effective Instruction for Secondary Emergent Bilingual Students in Content Classrooms English language learners are becoming a huge population in New York City public schools. This population is only going to increase in the years to come. There are many programs out there for schools including ESL, dual language, and bilingual programs. Although bilingual programs are increasing and the research being developed promotes and encourages bilingual education, it is not yet a reality for many New York City schools.

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1571 Words | 7 Pages

In her 2012 article titled “New talk about ELL students”, researcher Stacy Lee mentions two successful schools in the “Internationals Network” which have achieved graduation rates near ninety percent using the network’s bilingual education approach (Lee 2012, 67). Lee fails to mention, however, Crotona International High School and Oakland

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473 Words | 2 Pages

In another article: Bilingual Education: 5 Reasons It Should Be Required: Early bilingual education increases fluency in later years. It takes about 7 years to be proficient in a second language. In second-generation Hispanic children raised in the United States usually, learn to speak English very well by adulthood. Twenty-three percent of first-generation immigrants from Spanish-speaking countries—those that began learning later in life, speak English very well.

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1838 Words | 8 Pages

During this program, students began their DL education in kindergarten or first grade. Afterwards, they were then identified as ELLs or English-dominant (ED) students. The study indicated that when data was collected after year 4, it was difficult to distinguish the ELL student from the ED. For example, on the 2002 state Language Arts assessment, 47% of the general education students and 25% of transitional students achieved a Proficiency level. However, 80% of the DL students achieved a Proficiency level that same academic year.

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1738 Words | 7 Pages

Bilingual Instruction is implemented in United States schools to afford students the opportunity to acquire the English slowly. Various programs are employed such as: dual language, immersion programs, and Fifty (McKeon, 1987). These programs have been implemented in some districts and schools in the United States allowing bilingual students the opportunity to learn a second language commensurate with their abilities. Some of these programs are successful; others fail due to the deficiencies in bilingual teacher preparation. One reason for inadequate bilingual teacher preparation is the fact that some teachers use the transmission as part of their teaching-learning process instead of applying correctly the bilingual program that the school has.

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823 Words | 4 Pages

However, it is obvious that attending a public school as a English Language Learner, students face tremendous obstacles from the first day they walk in the class room. Blank says other factors that are seen in these students; “Two thirds come from low-income families and three out of four ELLs are Spanish speaking. But what is most significant—and troubling—is that these students’ academic performance is well below that of their peers and that ELLs have excessively high dropout rates. ”(NEA 1). From the beginning of their educational career ELLs are put at a disadvantage because they do not have the proper recourses or skills to succeed in the classroom.

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781 Words | 4 Pages

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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1757 Words | 8 Pages

Although school seems difficult and hard to us native English speakers, it’s a whole other world for some families. Families that do not speak English have an entirely different struggle that may be hard to relate to. Parents have to go through the tiresome endeavor of helping their child enter school, children have to learn a new language, and families who have a child with a disability have to go through those challenges and then some more to learn how to help their children get the best education possible. In the end, all these families want is for their children to do well in order to help them on their path to success. Children whose first language is not English experience a tedious task that native English speakers do not have to do,

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498 Words | 2 Pages

The Douglas County School District (DCSD) in Colorado offers a number of different English language learning models that serve ELLs. Of these, the English as a Second Language (ESL), Sheltered Instruction Observation Protocol (SIOP), Push-In English Language Development, and Pull-Out English Language Development are most commonly implemented. ESL is currently the most popular among the models due to the number of languages spoken by families with ELLs in DCSD. Essentially, the goals of the ESL model is to provide comprehensible input in the content areas, to focus on targeted English language development, and to meet the needs of each individual ELL (CDE, 2018). Program of techniques, methodology, and special curriculum designed to teach ELLs

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496 Words | 2 Pages

According to Christine Rossell in Interracial America, “Bilingual education is more expensive than mainstreaming or sheltered English immersion, and is less effective.” She recalls that students not participating in bilingual education are tested in English on the Texas Assessment of Knowledge and Skills at significantly higher rates than those who are in bilingual education programs in Texas. In addition to save money and gain better English language skills, immigrants with higher English ability tend to earn 67% more than those who speak English poorly base on a study of immigrants in New York City by the Federal Reserve Bank of New York. Bilingual education is merely a waste of money and effort hoping to improve one's

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1667 Words | 7 Pages

However, “the clear conclusion emerging from data sets is that even in two California districts that are considered some of the most successful in teaching English to LEP students, oral proficiency takes 3 to 5 years to develop, and academic English proficiency can take 4 to 7 years. The data from the two school districts in Canada offer corroboration” (Hahta, Butler, Witt. 2000, p. 2) There is a common fallacy that bilingual education or bilingualism will have adverse effects on the learning of the majority language. Cummins (n.d.) states “A finding common to all forms of bilingual education is that spending instructional time through two languages entails no long-term adverse effects on students’ academic development in the majority language. This pattern emerges among both majority and minority language students, across widely varying sociolinguistic and sociopolitical contexts, and in programs with very different organizational structures”

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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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