Topics for further exploration

What additional knowledge and information is needed for making consistent decisions about linguistic accommodations for English language learners?

After engaging in both small and large group discussions at the research summit, participants identified the following topics for further exploration:

Use of accommodations

Set up criteria for selecting appropriate linguistic accommodations for instruction and assessment based upon established factors such as student characteristics (e.g. level of English proficiency, number of years in the classroom), content areas, and grade levels.

Terminology

Develop a common understanding in relation to terminology used when discussing ELL topics. Examples: accommodations versus modifications, linguistic accommodations, academic language; define each accommodation and other identified terms.

Professional development (PD)

Goal of PD: Provide information regarding linguistic accommodations to use
during instruction and assessment, addressing all levels of language proficiency

1. Provide models of effective instruction using linguistic accommodations for ELLs at varying levels of English proficiency
   • Provide specific examples
   • Develop case scenarios
   • Model instruction
2. Gather appropriate resources in one place
3. Provide long‐term PD with follow‐up
4. In addition to face‐to‐face, use online, videos, and other media for PD
5. Use systemic approach to PD at all levels (teacher, principal, district personnel, superintendent)
6. Design PD geared to specific needs and roles
7. Design effective PD
8. Make time for PD
9. Provide PD that addresses relevance, relationships, and rigor
10. Address topics in PD such as the following:
    • differentiated instruction
    • sheltered instruction
    • use of meaningful language opportunities
    • effective use of linguistic accommodations during instruction and assessment
    • how to provide constructive feedback
    • use of formative assessments
    • linguistic complexity
    • socio‐cultural awareness
    • how to make decisions regarding which linguistic accommodations to use with students at varying levels of language proficiency (i.e., a decision tree or logic model for teachers)

Data needed on ELLs in Texas

• Ethnicity
• Home language
• Level of language proficiency
• Socio‐economic status (SES)
• Longitudinal performance reporting
• Documentation of the use of linguistic accommodations used during instruction (implementation of ELPS)
• Linking of student achievement data to the linguistic accommodations provided

Teacher preparation

• Require education courses for all future teachers on the topic of high‐quality instruction for ELLs

State and federal policy

• Clear and consistent policy with the flexibility to respond to the needs of ELLs
  

This document is part of the online proceedings of the research summit, Making Consistent Decisions about Accommodations for English Language Learners. The summit was hosted by the Texas Comprehensive Center at SEDL, in partnership with the Texas Education Agency and the Center on Instruction, through funding provided by the U.S. Department of Education. The event was held at SEDL Headquarters in Austin, Texas, on March 16–17, 2009.