The school district that I observe in screens students before entering the school system. They then find the level that student is on and place them accordingly. The ENL teachers pay close attention to each student individually. The school also conducts the NYSESLAT once a year to determine where each bilingual student is at in terms of progress and English proficiency. This test mainly focuses on speaking, listening, and reading. Upon completion of the NYSESLAT the students are classified as entering, emerging, transitioning, expanding or commanding. Based on this, it will be decided where the students will be placed for the following school year and what, if any extra assistance will be needed. These guidelines are practiced district wide, not just in the school that I observe in. In regard to the assessments in their individual classes, most teachers offer tests in the student’s native language if needed, but the teacher said this is a very rare occasion that this is done. The teacher also stated that a lot of informal assessments are incorporated into curriculum such as exit tickets, and group discussions.
Conteh, J. (2007). Opening Doors to Success in Multilingual Classrooms: Bilingualism, Codeswitching and the Professional Identities of Ethnic Minority Primary Teachers. Language and Education, 21(6), 457–472. https://doi.org/10.2167/le711.0
Gonzalez, V. (2012). Assessment of Bilingual/Multilingual Pre-K–Grade 12 Students: A Critical Discussion of Past, Present, and Future Issues. Theory Into Practice, 51(4), 290–296. https://doi.org/10.1080/00405841.2012.726058
Palaiologou, N. (2011). Language use in the two‐way classroom: lessons from a Spanish–English bilingual kindergarten. Intercultural Education, 22(2).
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