Will the ELLs be able to survive Common Core State Standards?

English Language Arts As Per The Common Core State Standards

The Common Core State Standards for English language arts (ELA) clear express that scrupulous grade-level are expected in the areas of speaking, reading, listening, as well as writing in order to make all the students be college and career ready, this includes the ELLs as well. Furthermore, it has been stated that the ELLs shall be taught to deal with various situations i.e. apart from the school environment; such practice will prepare them to involve themselves with the native English speakers on social, civic, as well as economic domains.

a

The founding father of Common Core Standards have an unwavering faith in the concept of assessing all the students, irrespective of their ethical background (including the ELLs) on the same pedestal of high expectation as they sketched out in the Common Core Standards guidelines. As we did see in our previous blog, The English Language Learners and Common Core Standards: Part 1, there is too much that the ELLs are dealing with.

Read: Is it judicious to eliminate the ELLs altogether and Are ELLs a Boon or a Curse?

bThe ELLs need more time, better resources, better educators, instructional platforms, and complied assessments to work simultaneously on mastering of concepts along with being proficient in English.

To successfully assist these students, teachers practically have to identify and analyze the needs of each one on the ELLs. Then they need to adjust their educational strategy according to the specific need of each student. The next challenge is to monitor each student’s progress on individual basis and provide intervention as and when it is required.

Furthermore, to achieve the desired results teachers need to comply with the ELA standards to see ELLs be proficient in English. The ELLs need access to the following, in order to touch base with the academic as well as language arts at the same time:

  • Educators who are prepared and competent to support them,
  • Knowledge based environment that encourages students to gain varied lingual experiences and provide an assortment of language resources to experiment with;
  • Instruction that would help them grow the fundamentals of English language along with facilitating them with the assistance they need at coursework for their grade-level;
  • Coursework that would help them prepare for postsecondary education and enable them to gain career and college readiness,
  • All of the above MUST BE comprehensible for the ELLs in a second language (through detailed educational platforms and additional educational resources);
  • Well-designed Communication and discussion based classroom interaction opportunities to assist the ELLs develop the communicative power, and
  • Continuous assessment and interactive and immediate feedback for absolute guided pedagogy;

cWhat Can The Teachers Do?

Efficient pedagogy of ELLs needs the teachers to identify each student’s learning and grasping capability, adjusting the teaching method accordingly, and finally keeping a track of progress of each one.

Furthermore, the trencher can identify and group the ELLs as per their language proficiency through a pre-test.

For the ELLs with better language proficiency levels the interventions required would be lesser and the time they need to get through the entire grade’s learning can be lesser.

However, the ELLs with limited learning or sporadic schooling can be grouped in another group that must be closely monitored. Such students will need even more additional resources and educational help from the teachers to not just successfully complete their language compliance but also to acquire educational tasks as per CCSS of that grade for other subjects such as Math, etc.

Of course, the progress of English proficiency to match a native, it would take longer than one schooling year, yet with continuous progress and absolute monitored assistance of teachers, it is absolutely achievable.

Education institutions though must ponder if it is possible for the Teachers to test, gauge, and deploy well-designed resources to help each student achieve the standards for reading and literature, writing and research, language development, and speaking and listening without help from the technology resources such as PracTutor. Find out more about PracTutor and all three tiers of response to intervention RTI framework

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