Teachers’ Perspectives on Language Assessment and Effective Strategies for Young English Language Learners in Florida
Abstract
This article reports on the findings of an empirical study that examined elementary school teachers’ views about the English language learners’ (ELLs) program placement assessment, and progress assessment. Specifically, the interviews in the study explored teachers’ perspectives on the effectiveness of these assessments and the connection between language assessment and curricular decisions. In addition, classroom observations were conducted to gain insights into language strategies that these teachers used to promote better teaching and learning for ELLs. In this article, an overview of the current assessment system for ELLs in Florida is provided, then the findings regarding the value of assessment are discussed as well as effective teaching strategies. The article concludes with implications for teachers, teacher educators and school district personnel.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons CC BY-NC-ND 4.0 license that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are able to use and distribute the work internally at the author's place of employment and have the right to make presentation of the material.
- International Journal of the Whole Child is freely published at no cost to its authors or readers.