(Identifying Language Proficiency for Program Placement, 2007)

This webpage was published by Colorin Colorado!, a national website that

serves educators for English language learners in kindergarten through twelfth
grade. The website also has the option to be viewed in Spanish. The information is
research-based. This particular webpage discusses the general steps that are
outlined in state policies within the United States, in regards to instructional
services of English language learners. It briefly, but clearly, describes the student
home language survey, identification of educational background, identification of
levels of English proficiency, and identification of academic experience. Sample
questions for each area of placement and identification evaluation are given.
The information provided on this webpage is relevant to the area of the
identification and placement process for ESL students. The information is a general
overview of the different identification steps. It seems similar to that done locally,
but may have slight differences in its questions. It does not cite specific laws or
federal educational requirements, but it does provide brief details about each step
of the process.
(US Department of Education; US Department of Justice, n.d.)
This government document was produced by the joint efforts of the US
Department of Justice and the US Department of Education. It is a factsheet that
provides some guidelines as to how English language learners should be treated
and serviced in the Nations public school. The guidelines describes the
responsibilities of school districts regarding providing services for ELL. It describes
the need for procedures for identification and service providing to be in place. It also
describes what ELL of the public schools are entitled to, such as language assistant
services and other language programs offered in the district.
This government document is useful in my study because it lists important
guidelines that are related to identification and placement. It gives the national
outline for school district in the nation to follow. This document provides some
information about what specific identification step and placement procedures to
look into. It also gives me insight into what type of programs should be offered by
the district, even at the local level on Guam.
(Enrolling & Identifying New ELL Students, n.d.)
This webpage was published by Area Education Agency. It goes through the
general steps for identifying and placing students who may qualify for English
language learning programs. It describes the Home Language Survey,
identification/placement screening assessments, assessment of academic skills, and
an analysis of other data. The analysis of data, as described on this webpage, is
mandated by No Child Left Behind. It also integrates the law outlined in Iowa Code.

This website give me information about the steps of the identification and
placement process for ELL students. It is similar to other websites, but it does go
into more detail. It may be useful to compare to what the processes and the
required days to complete certain processes of our local schools are. It may also be
good to try and view the sample screening and assessment items that are linked on
this website. The webpage also has a link to a visual that describes that
identification and placement process. It is a map that briefly describes the process
of placement and what types of services may be available for ELL in our schools.
(Office of Superintendent of Public Instruction, 2014)
This is a document that was published by the Office of Superintendent of
Public Instruction in Washington. It is written in English and is the Hone Language
Survey used in this state. It is made available to print on this website and is used to
more clearly and accurately identify a students first language. The second page of
the document is used to describe the purpose of the Home Language Survey. It
explains why questions in certain areas are asked.
This document would be useful in my research because it will provide an
example of the Home Language Survey. It will also for me to compare it to the one
used locally. During my research, I would be useful for me to use it during interviews
of educators in order to obtain more information about the identification and
placement procedures at the local level.
(Anthony Mills, 1996)
This article is about implementing an English Placement Exam at the Kyoritsu
Womens University. It was given to first year students in order to determine their
English proficiency levels and how they can be placed in their classes. The test
implemented was the Comprehensive English Language Test (CELT). Prior to the
implementation of the test, classes for first year students were diverse when it
came to language proficiencies. This created a dilemma for instructors. The test
allowed for students to be grouped into classes based on their proficiency levels.
However, the test did pose problems amongst students in relation to their culture.
Students did not want to stand out for being knowledgeable of for needing
improvement. In the Japanese culture, it is not good to stand out. The results of the
study showed that students do well if they are comfortable and if they were familiar
with their classmates. It also showed that implementation of the test allows for the
need to retest later using the same test or another version, to develop curriculum
based on the results, and to compare the scores to those of the college entrance
exam.
This article has useful information regarding the need and purpose for
implementing an English language comprehensive exam. The results and uses of
obtain the scores and other information from these entry exams also provide
information on how it should be used in other schools. However, this study was

done at the university level and may not be applicable at the primary or secondary
level students. But it does give insight into how placement tests and/or
comprehensive tests are useful when it comes to determining what instruction
students need if they are ELLs.
(Chien, 2003)
This article is about the integration of content-based instruction in
elementary school courses in Taipei. In this case, English was used to teach the
academic subject. However, students were not offered these classes every day.
They were limited to primary level students until they reached fifth grade. Tis
research aimed to see if progress would be made if students learned English during
their Life Course at the second grade. The study found that 83% of students had
positive attitudes toward having their English teacher teach them the Life Course as
well. It describes five effective ways to integrate English into the Life Course. These
include adapting lesson plans, use various activities and worksheets, teachers
should work cooperatively in designing lesson plans, teachers should introduce key
words in English classes in advance, and make English the medium for the Life
Course instructor.
The information provided on the website is very useful in describing the
success of integrating English into a course in order to teach English. Because it was
based on the primary level of schooling, it may provide insight into how our local
schools can apply effective strategies in the ESL classroom or even in the general
education classroom where ELLs are present. This article does touch a little on
content-based instruction.
(Drakos, 2005)
This article is about the importance of a curriculum and the frequency of it
being updated and revised. It describes teachers as having the role of developing a
curriculum for EFL/ESL students. It also describes as using websites and other online
programs to keep up to date with the changes in curriculum and activities that can
be used for the students. The study found that continuous research and prioritizing
the need and abilities of students can assist and EFL teacher to be more developed
in providing instruction to EFL and ESL students.
This article describes the need for curriculum development and development
as a teacher. It does not directly relate to my study, but it does give insight into the
need for a curriculum development. When students are identified and placed into
ESL services, the curriculum should be geared toward their needs. So in relation to
my study, it is important to find what curriculum is being sued for ur students who
are being provided ESL services within our public schools.
(Kitao, 1997)

This article focuses on the need for selecting appropriate materials that will
be used during the instruction of language. Following the movement of to make
learners the center of language learning, materials are not prioritized. However,
materials play a vital role in the learning process. This study suggests that teachers
should be aware of different language teaching methods so that they can decide
what materials should be useful. They should know how to look for good materials
and be aware of commercialism and copyright issues.
This article relates to the placement area of my research because it talks
about the importance of selecting materials. When a student has been evaluated
and placed in the some type of ESL service, selection materials to aid in their
language learning is important. It is also important to determine what materials will
be useful for teachers to have in the general education classroom.
(Davies, n.d.)
This website talks about the definition and aspects of Computer Assisted
Language Learning. It also gives a brief history of CALL and provides some
information about how it has evolved over the years. It discusses the traditional
CALL, Explorative CALL, and multimedia CALL. It even provides information about
some CALL programs and supplies of some materials.
The information provided on this sight will help me understand the role that
technology plays in the classroom. It also will provide information about what may
possibly work in the classroom. This information here gives me some insight about
how I can apply CALL to my research that will possibly analyze the benefits of
technology use in ESL services to students.
(Iacob, 2009)
This article is about a study that focuses on the efficiency of computer
assisted English classes. It also emphasizes the need for developing methodology of
new technology. It discusses the advantages of using computer technology in
childrens classes for ESL. It discusses how the use of computers will expose
students to a combination of sounds, images, music, and other interactive elements
that will engage the student. The study was done on preschool and elementary
school children and involved exposing them to computer use. Some criticism
mention in the study include the cost of computers, does not provide consistent
feedback, computers cannot properly evaluate the speech of students, and the
computer or other technology is not meant to replace the teacher. The study
concludes by outlining how computer assisted language learning lack pedagogic
strategies and limits the assessment of teaching methods that should be involved.
However, it does say that effectiveness of computer assisted language learning
cannot be denied for ESL children.

This article reflects a lot on the cons of CALL and how more development in
its methodology in relation to education is needed. It does explain that it is useful
and beneficial for ESL students at a young age. It also explains how CALL was used
to develop vocabulary within students. The information provided in this article will
be useful in my study of CALL.
(Hubbard, n.d.)
This article provides an introduction to CALL and its aspects. It explains that
the design of CALL is linked to principles derived from the research base of the
interactionist perspective of second language acquisition. It further explains the
trends and issues of CALL. It also describes how CALL is designed and how it can be
evaluated. Teachers can evaluate certain programs using checklists and other
mediums.
This article is really useful in the methodology sense. It does not explain an
exact method in which CALL was derived, but it does make a connection to second
language acquisition and how it can be integrated into language learning. It gives
details about how computers can be integrated into the listening, speaking, reading,
and writing skills as well. It also focuses on the use of CALL for grammar and
vocabulary learning.
(Chapelle, 1998)
This article is about multimedia CALL and how it may have been developed
on the basis of conditions for second language acquisition. The theory of SLA may
be used to design and guide research on effectiveness of CALL. The idea that there
are varieties of multimedia that can be integrated into the different areas of SLA, it
is beneficial when it comes to second language learning.
This article outlines the relationship between SLA and CALL. It does explain
what types of multimedia tools can be used to manipulate language use and
practice. The information provided in this website will be useful in explain the
related theory behind CAL and how it can be applied to the classroom. It also serves
as a guide to designing and selecting appropriate tools for ELL learners.
(Warschauer, 1996)
This article is provides an overview of how computers have been and are
continuing to be used for teaching language. It briefly discusses the three phases of
CALL, which include behavioristic, communicative, and integrative CALL. It
discusses how computers assist in language learning, like drills and practices,
discussion and interaction, and as a writing tool. It emphasizes that CALL is not a
method itself, but it how it is put to use reflects its effectiveness.
This article was published in 1996 so a lot of its examples are outdated.
However, the explanation of the different type of CALL will be useful to determine

what is being used in our island schools, if any. It will also be helpful to see what
specific areas in language the computer can assist in. It will be useful is describing
the tools on the computer that is helpful for students who are ELL.
(Tuzi, 1997)
This article is about creating online materials that assist in language learning.
It also describes how some practice materials were made in Word Processor. The
article also gives examples of what types of questions and forms that were created.
Using Microsoft Word is fast and inexpensive and this article describes the steps to
create materials.
This article is useful for seeing how simple online materials are created. It
also gives examples of how the end result looks. However, because this was
published in 1997, there has been updated versions of Word and other free
programs that would allow users to create their own materials. There are also
programs that are already geared toward language learning and teaching. This
article may not provide too much needed information.
(Chen, 1996)
This article is about the changing of expectations of computers usage in the
classroom. It briefly describes the history of

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