Teachers' Perspectives on Language Assessment and Effective Strategies for Young English Language Learners in Florida

Tennessee Association for Childhood Education International. Web site: https://libjournals.mtsu.edu/index.php/ijwc

Y

11

English Language Learners; Elementary School Teachers; Teacher Attitudes; Student Placement; Student Evaluation; Correlation; Curriculum; Language Usage; Teaching Methods; English (Second Language); Student Rights; Family Environment; Kindergarten; Preschool Teachers; Grade 3

2474-297X

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.

As Provided

2019

EJ1208896