How Teachers Assess ESL Reading: Implications for Change.Report as inadecuate

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Development of reading skills for all second language learners is of utmost importance for success in all academic areas. Reading skills assessment must guide instructional planning for English language learners. This manuscript examines the reading assessment practices used by 50 inservice K-8 elementary English as a Second Language (ESL) teachers in a large metropolitan area in the southwest United States. The findings indicated that many teachers did not differentiate between formal and informal assessment practices in their classrooms, did not regularly assess the English language learners' (ELLs') reading growth, and did not differentiate reading assessment practices for fluent English speakers and ELLs. Conclusions from this study include the need for effective preservice and inservice opportunities to increase awareness of the effectiveness of reading assessment in planning instruction. Colleges of education need to consider ways to improve ESL teachers' basic conceptual understanding of assessment and provide them opportunities to refine practices of administering the appropriate reading assessments. (Contains 18 references.) (Author/SM)

Descriptors: Elementary Education, English (Second Language), Evaluation Methods, Language Teachers, Reading Skills, Second Language Instruction, Student Evaluation, Teaching Methods

Author: Gonzalez-Jensen, Margarita; Beckett, E. Carol


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