Assessments for the English Language Learner Research Paper - 1

Assessments for the English Language Learner - Research Paper ExampleThis depart facilitate his or her understanding and acceptance of another(prenominal) cultures. The instructor should be able to understand the students culture and assist them in learning and accepting other cultures (Brantley, 2007). This will make their learning environments be much conducive and acceptable. The students should be able to understand and accept the other students culture, as this will enable them to learn more from them. The students should be able to cooperate with adept another in solving problems and learn from their interactions with their environments. The students should also have competence in their grammatical, sociolinguistic, discoursing and strategizing abilities (Lenski & Verbruggen, 2010). The types of initial estimates that I will use as a teacher to determine my students strengths and weaknesses will accommodate assessment tests for testing their achievements, aptitude tests, affective and performance assessments along with cultural fair assessment tests (Brantley, 2007). The purpose of administering achievement tests will be to determine what each of the student has learnt to do. The aptitude tests will be vital in deriving the students ability of do specific tasks that they have learnt in the future. On the other hand, affective tests will be used to determine a students motivation, values, beliefs and his notions concerning the learning process (Colombo & Colombo, 2011). Finally, the use of performance assessment tests will be important in assessing if students can relate what they have studied class to real life situations. Examples of performance assessments could be the act of performing recited plays and musical pieces to a set of adjudicators. In order for the teacher to meet his or her initial instructional needs, they will need to employ various types of instructional strategies. They will use approaches such as the direct experience, languag e experience, the use of multimedia lessons and cooperation in-group activities (Brantley, 2007). The teachers will also be required to employ several doctrine strategies that range from reciprocal, choral, shared along with assisted reading methodologies (Colombo & Colombo, 2011). These types of teaching methods will greatly assist the teacher in ascertaining the strengths and weaknesses of his or her students. The application of different plainly applicable strategies will be vital for a teacher who wishes to see his students succeed. The teacher can apply the instructional strategies of using a dialogue journal, predictions, circles of belles-lettres and workshops to increase the aspects of constructive reading among his or her students (Brantley, 2007). For the purpose of augmenting the students ability to think while reading, the teacher will stick with strategies that range from, question and answer sessions, order the reading and thinking activities. They will also offer guidance to students who are reading when they are at the instructions level. He or she should also adopt the strategies of thinking while listening and the activity of retelling oral instructions to the students (Lenski & Verbruggen, 2010). In order to shape my instructions, the types of ongoing assessments that I will adopt will include achievement, aptitude, performance and affective assessments. These tests will be vital in ensuring that the teacher monitors the understanding of various concepts he has taught on a