Applying Performance Indicators in an ELL Classroom

TESOL The performance indicators that I would look to utilize in my classroom would be those recommended by Gottlieb (2006), who states that performance indicators for English language learners should be "deconstructed from the academic content standards" of proficient English language speakers (p. 35).

The deconstruction allows the teacher to be able to assess the progress of the ELL by measuring whether the student is grasping the basic building blocks of concepts within the English language, as these serve as essential stepping stones towards the ultimate aim, which is proficiency and the proficient grasp of complex ideas using the English language. Thus, for example, I would break it down in levels, so that the ELL can be seen to progress from a basic level 1 to a higher standard level 5, which would indicate proficiency.

In the thinking function of "knowledge," the strands would start off with the ELL simply able to identify terms and concepts and circle the correct words matching definitions. In the later stage level 5, the ELL would be able to arrange and connect abstract concepts and explain them in a manner that is consistent with that of a proficient English language speaker. The early level, therefore, would concentrate on "learning to read," as TESOL.org recommends in its Proficiency Standards framework (p. 2).

The next level up would concentrate on using "reading to learn" as the Proficiency Standards framework indicates (p. 2). This could then be followed by the bettering of performance in both levels as the ELL establishes himself in the context of the reading and ability to speak and use the language efficiently. And by the last level, the ELL should no longer really identify as an ELL but should represent the "traditional" level of education that proficient English language speakers represent.

This would indicate that the ELL has progressed sufficiently upwards through the scale of learning. In this sense, the strand of indicators for my class would consist of performance indicators culled from content-based instruction. Thus, the first level indicator would be the ability to read -- circling subjects and predicates, nouns and verbs and adjectives and adverbs. The basics of grammar would be the focus. The meaning or content would not be the first start but rather the connection of words and how to identify words.

The ability to pick out a noun or identify a verb from an adverb or to see how a word is being used in a sentence would be the first step. Even diagramming sentences on the board would be appropriate as this would help the students to think. After this would come the need to read for understanding, and this would include being able to arrange sentences in proper sentence structure, which necessitates the ability to understand what one is reading.

The next level of performance indicator after this would be the ability to read a passage and deconstruct its meaning: what is the passage about? Can the student identify the main idea? The next indicator after this would be for the student to be able to write.