English Language Learning

Specific and Measurable goals for facilitating English Language Learning
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Institution
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Specific and Measurable Goals for Facilitating English Language Learning
Introduction
Informal assessment tests are commonly applied for the assessment for English learners. Consequently, there are specific factors that the assessors forget to put in consideration so that they can obtain the correct test validity. It is because of this that the website about Assessment of English Language Learners (ELL) is keen in creating a standardized ground that can enable ELL to depict their actual skills, abilities and their continuing progress which are connected to their development on English proficiency. Consequently, the website has touched on the two popular methods that are used in the ELL evaluation as performance-based assessment and portfolio assessment. Moreover, the four points that have been discussed at the webcast include the need for phonemic awareness, the importance of phonics, Fluency, and vocabulary as important factors as far as ELL evaluation is concerned.
Ways of Accessing and Addressing the Literacy needs of ELL or ESL Learners
As a resolution to improve in the classroom by providing the best resolutions that regard the enhancement of ELL, then the various specific measures are very crucial:
Grow ELL student’s English language production and peer collaboration
The strategy works as a specific, measurable goal that enables the ELL students to demonstrate their abilities to speak English verbally.

All the ELL requires to master the English language entail time and practice adequately. As a teacher, opportunities should be provided to enhance practice within the English lesson in class (Oxford, 2014). A typical example is where ELL gets requested to use English to contribute to work as they explain concepts. It will also be easy to gain the knowledge about the contents that the learners have learned.
Build on ELL’s
Still, Oxford (2014) states that this is a specific and measurable goal that prompt the background knowledge from ELLS in a single content area through numerous activities, inclusive of questioning and graphic organizers. Learning is a continuous phase, meaning that learners should connect to the previous lesson for them to build on the next experience efficiently. Teaching skills that aid in drawing background knowledge becomes so pivotal. Creativity is implemented to elicit background knowledge content from the learners to improve comprehension of material learned. Whenever students share, they can see how the things they learn is connected to new academic content (Oxford, 2014).
Increase ELL Parent Involvement
Moreover, the specific and measurable goal here enables ELL parents to be enjoined in the student learning process. Besides the learner and the teacher, the parents are also pivotal towards great learning of a student. Parental support is so significant to the academic success of the learner regardless of the native language that the learners’ parents may be speaking. Families of the ELL have always been hindered by cultural language barriers that make it hectic to support their children (Oxford, 2014). Astonishingly, parents are often at the forefront of desiring that their children have to succeed. The magic here is to increase their rate of participation even though they might be working all through hence occupied. One strategy of increasing parent involvement is by the engagement with the parents occasionally through effective communication methods including calling the parents to inform them of the ELL progress. The support from home and school enables the ELL learners to be successful.
Conclusion
The realistic resolutions aimed at improving learning for ELLs may be hectic to observe and slow in bearing fruits. However, the merits that come in the form of short and long-term merits are what makes the teachers implement their best ways of addressing the literacy requirements for the ELL.
References
Oxford, R. L. (2014). What we can learn about strategies, language learning, and life from two extreme cases: The role of well-being theory. Studies in second language learning and teaching, 4(4), 593-615.