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The Inclusion of Limited English-Proficient Students in Floridas K-12 Content Classrooms - Essay Example

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A mandated agreement between League of United Latin American Citizens (LULAC) and the Department of Education (DOE) was made to identify and monitor the inclusion of limited English proficient (LEP) students and its staff development in Florida…
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The Inclusion of Limited English-Proficient Students in Floridas K-12 Content Classrooms
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The Inclusion of Limited English-Proficient Students in Florida’s K-12 Content Classrooms
Summary
A mandated agreement between League of United Latin American Citizens (LULAC) and the Department of Education (DOE) was made to identify and monitor the inclusion of limited English proficient (LEP) students and its staff development in Florida.1 Both parties agreed to incorporate the ESOL strategies into LEP content instruction. Aiming to monitor the progress of LEP students at all levels, the creation of the Office of Minority and Second Language Education (OMSLE) in the DOE was authorized to maintain a database that supports the whole plan.
Considering that inclusion policy is widely promoted in order to replace other teaching models, it requires a unique strategy for the progress of LEP students. For this reason, the effects of incorporating the effectiveness of ESOL programming for LEP students in Florida district have been studied since the mid-nineties.
Based on the research findings, there are obstacles that hinder the adaptation for inclusion of LEP students in the full program of the schools in Florida. According to some English experts who teach English as a second language, there should be a wide array of program options for different LEP students such as categorizing LEP students that has an elite educational backgrounds in their mother land, those with almost no literacy and innumeracy knowledge, and those with special psychological needs such as those who has been separated from their family members or has been traumatized by war, etc. In fact, a lot of researchers and related professionals strongly believe that strictly promoting only one program model for all types of students is never a good idea.
Proposed Test for Placing Students in a Language Program
For the oral exam, provide the student(s) with reading materials and allow them to read out loud. It is advisable to get the student one-on-one with the teacher when conducting the oral test to ensure that students do not experience nervousness which could affect the accuracy of the test.
For the written exam, a hundred item question test will be use to measure the students’ knowledge on grammar, verb, adverb, subject, noun, predicate including a portion to test their vocabulary. Written test should include the use of past, present, and future tense, vocabulary.
i.e. (1) “Yesterday I needed groceries. Do you need groceries too?” ___________________.2
(2) Use the words “to claim.”
Present. Peter _________ to follow the orders. (claimed, claims, will claim)
Past. Peter _________ to follow the orders. (will claims, claims, claimed)
(3) Use the words “hung.” Fill in the blanks.
Present. Peter _____ the phone. (a. hang b. hung c. will hang d. will hung)
The students’ score, derived from the oral and written result, will determine the levels of their English proficiency. Students with 85% and above will be qualified to take up an advanced English course; 51% - 84% will go for intermediate English language course; and students with score less than 50% will have to take the beginner level.
*** End ***
References:
1 Platt, E. (2007) ‘The Inclusion of Limited English Proficient Students in Florida’s K-12 Content Classrooms’ College of Education.
Retrieved: July 6, 2007 < http://www.coe.fsu.edu/ > 2 Lundquist, L. (2006) ‘Learning a Spoken Foreign Language: How to Speak Fluently in Less Time – in an Established School or with your own Program’
Retrieved: July 6, 2007 < http://www.freeenglishnow.com/ >Read More
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