At a national level the demographics of preschool classrooms are evolving such that larger and larger percentages of students represent native non-English speakers, or English Language Learners (ELL). Through efforts to maximize inclusive education practices, we are successfully serving more and more students, and increasingly the needs and languages represented are growing more and more diverse. In fact, a language other than English is spoken in more than 20% of U.S. households (U.S. Census Bureau, 2013). As we see classrooms make shifts in demographics, classroom teachers across the nation are asking the question: what do we need to consider when assessing ELL’s?
There are no more results.