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dc.contributor.advisorAltalouli, Mahmoud
dc.contributor.authorRequeno, Zaida
dc.date.accessioned2021-09-07T21:38:55Z
dc.date.available2021-09-07T21:38:55Z
dc.date.issued8/1/2020
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4848
dc.description.abstractAssessments and the data derived from them have been used to monitor student progress. Research has emphasized the importance of assessments not solely to monitor student progress, but to provide opportunities for feedback and the adjustment of teaching and learning. However, when working with language learners teachers often struggle assessing their progress through content and language standards. Research reviewed concluded that at the core of teachers' struggle to assess language learners is their lack of knowledge of these students and their specific learning needs. This paper argues the importance of getting to know language learners and their levels of English proficiency in order to assess and instruct adequately. The conclusion of this body of work is a professional development presentation geared to providing foundational knowledge on language learners and the language acquisition process to provide teachers with the tools necessary to work with language learners in their current and future classrooms.
dc.subjectEnglish Language Learners
dc.subjectAssessment
dc.subjectLanguage Acquisition Process
dc.titleGetting to Know English Language Learners: A guide for Assessment and Instruction
dc.typethesis
refterms.dateFOA2021-09-07T21:38:55Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.languate.isoen_US


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