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Evaluation of English Language Learners: 195 Teachers in the United States Examine their Challenges

By Mayra C. Daniel.

Published by The International Journal of Learning

This paper presents results of a survey completed by 195 teachers which investigated teachers’ challenges in evaluation of English language learners (ELLs) enrolled in schools in the northern Illinois area of the United States. All participants were certified teachers in the process of completing necessary coursework to obtain additional certification to work with ELLs. Surveys were completed by individuals working as mainstream, bilingual, and/or English as a second language teachers. Specifically, the teachers reside and work in the City of Chicago or nearby suburbs. Survey questions asked the teachers (1) what types of questions they consider appropriate for ELLs, (2) how they view the contribution of accommodations in testing and evaluation, (3) if they address issues of culture bias in evaluation and, (4) if they test through traditional or non-traditional formats. Findings identify areas where teachers’ knowledge bases require additional preparation to effectively instruct and evaluate ELLs. Survey results are used to develop recommendations for curriculum for courses that prepare teachers to fairly test and evaluate linguistic minority populations of immigrants and/or heritage speakers in the process of acquiring English as a second language.

The International Journal of Learning, Volume 14, Issue 7, pp.129-136. Article: Print (Spiral Bound). Article: Electronic (PDF File; 549.261KB).

Dr. Mayra C. Daniel

Assistant Professor, Department of Literacy, Northern Illinois University, DeKalb, IL, UNITED STATES