To date, 45 states have adopted the "Next Generation Core Content State Standards" for both English/Language Arts (ELA) and Mathematics. One state, Minnesota, has adopted only the ELA Standards. According to the National Center for Education Statistics, "The percentage of public school students in the United States who were English learners was higher (10 percent, or an estimated 4.7 million students) than in 2002–03 (9 percent, or an estimated 4.1 million students).
"In 2010-11, states in the West had the highest percentages of ELL students in their public schools. In 8 states, 10 percent or more of public school students were English learners—Oregon, Hawaii, Alaska, Colorado, Texas, New Mexico, Nevada, and California (California data was imputed from 2009-10 data)—with ELL students constituting 29 percent of public school enrollment in California. Thirteen states and the District of Columbia had percentages of ELL public school enrollment between 6 and 9.9 percent. In addition to the District of Columbia, these states were Oklahoma, Arkansas, Massachusetts, Nebraska, North Carolina, Virginia, Arizona, Utah, New York, Kansas, Illinois, Washington, and Florida. The percentage of ELL students in public schools was less than 3 percent in 13 states; this percentage was between 3 and 5.9 percent in 16 states. The percentage of ELL students in public schools was higher in 2010-11 than in 2009-10 in just over half of the states (28 states), with the largest increase in percentage points occurring in Nevada (3 percentage points) and the largest decrease in percentage points occurring in Minnesota (2 percentage points)."
Write a 2-3 page paper describing what you believe might be some of the instructional and/or assessment challenges that teachers and English learners may encounter. Remember that the Next Generation Core Content State Standards apply to most public school students in the United States. Conclude by identifying instructional strategies you might consider when teaching English learners who are also identified as learners with special needs.
The adoption of the Next Generation Core Content State Standards (NGCCSS) in 45 states for English/Language Arts (ELA) and Mathematics has ushered in a new era of education in the United States. However, this educational transformation has brought forth unique instructional and assessment challenges, especially for English learners (ELLs). In this paper, we will explore the challenges faced by teachers and ELL students within the NGCCSS framework and discuss instructional strategies that can be employed to address the needs of English learners with special needs.
Instructional Challenges for ELLs
Limited Prior Knowledge:
Assessment Challenges for ELLs
Misalignment with Instruction:
Instructional Strategies for English Learners with Special Needs
Addressing the needs of English learners with special needs requires a multifaceted approach that takes into account both language acquisition and special education considerations:
Individualized Education Plans (IEPs):
The implementation of the Next Generation Core Content State Standards presents both instructional and assessment challenges for English learners, particularly those with special needs. It is crucial for educators to recognize these challenges and employ strategies that support the diverse needs of ELLs. By scaffolding instruction, using alternative assessment methods, and collaborating across disciplines, teachers can create inclusive learning environments where English learners with special needs can thrive and reach their academic potential within the NGCCSS framework.
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