The Inclusion of Limited English-Proficient Students in Florida’s K-12 Content Classrooms
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.
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.
The students’ score, derived from the oral and written result, will determine the levels
of their English proficiency.