Literaturnachweis - Detailanzeige
| Autor/inn/en | Liu, Kristin K.; Thurlow, Martha L.; Press, Anatasia M.; Lickteig, Olivia |
|---|---|
| Institution | National Center on Educational Outcomes; Applied Engineering Management Corporation (AEM); Council of Chief State School Officers (CCSSO); National Association of State Directors of Special Education (NASDSE); WestEd |
| Titel | A Review of the Literature on Measuring English Language Proficiency Progress of English Learners with Disabilities and English Learners. NCEO Report 408 |
| Quelle | (2018), (59 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Language Proficiency; English Language Learners; Disabilities; English (Second Language); Language Skills; Second Language Learning; Progress Monitoring; Measurement Techniques; Classification; Elementary Secondary Education; Federal Legislation; Educational Legislation |
| Abstract | Schools in the United States serve a linguistically diverse population of students. The U.S. Department of Education estimates that 9.1 percent of public school students in the United States were English learners (ELs) in 2014-2015. These are students who meet the federal definition of English learners, referred to in the Individuals with Disabilities Education Act (2004) as limited English proficient (LEP), and formerly referred to as LEP in the Elementary and Secondary Education Act of 1965 (Sec. 8101), or more recently as English language learners (ELLs), prior to their designation as ELs in the Every Student Succeeds Act (ESSA) of 2015. Roughly 14% of ELs had a disability in 2014-2015 (U.S. Department of Education). ELs with disabilities may require increased capabilities in school professionals and education agencies to meet their needs to learn English skills at the same time they are acquiring content and expectations for behaviors or functioning in schools. These students, by definition, are students who must progress toward proficiency in speaking, reading, writing, or understanding English; they also have one or more disabilities that affect their academic and behavioral functioning and possibly their acquisition of the English language. Documenting how educators and policymakers can determine the degree of progress in English proficiency that ELs with disabilities are making poses a significant problem. The purpose of this report is to review the literature on methods for measuring English language proficiency (ELP) "progress" for ELs with disabilities. (ERIC). |
| Anmerkungen | National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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