Level 2: Beginning: Children can make use of simple phrases. Level 3: Developing: Children exhibit hesitant use of written and spoken academic and social English. Level 4: Expanding: Children show comfort with social English, while have difficulty with academic English. Level 5: Bridging: Children are capable of understanding both academic and social English with competency, although with some difficulty (Law & Eckes 2007, p.47).
The question of whether an incoming student can read at all -- or can read, just not in English -- is a critical question that must be addressed during an initial student assessment. A home language survey can be an important introduction to the child's cultural setting and educational background, although the information obtained from such visits is always incomplete, as the language and full scope of the child's formal schooling can be difficult to discern from such a visit (Law & Eckes 2007, p.48). Talking with the child to determine oral proficiency is essential: asking the child about fun and relaxing...
Print awareness is also important to note. A child can be intelligent, but may not have been exposed to print media in his or her former cultural context (Law & Eckes 2007, p.63).
Although it is not always possible, keeping students within their peer group in school (with appropriate social support) is preferable. A lack of fluency does not mean the child is emotionally or intellectually immature, although the child may receive such a message if he or she is placed at a grade age considerably beneath his or her level of former, formal schooling (Law & Eckes 2007, p.61). The size of the classroom, the number of other ESL learners in the class, and the teacher's level of comfort with ESL students will all obviously affect placement status. The availability of outside support and the child's psychological needs should also be addressed.
Reference
Law, Barbara & Mary Eckes (2007). Assessment and…
