Identification of Learner and Description of the Education Setting

Identificationof Learner and Description of the Education Setting

Thereis no particular method that has been used and proven to be effectivewhen it come to differentiating between the learner students who inmost occasion have had a difficulty language skills and had learningdisability (Tembe, 2008). It is, therefore, important that thelearners should be identified so that to have a program that will fitand match their needs hence enabling achieves educationalachievement.

Identifyand describe the learners

LearnersAssessment

TheEnglish learners are 20 individuals of between the ages of 12-20 whoare enrolled in a secondary school. These learners are also nonecitizens of United States, and they were not born in The US. Further,their first language is another language other than English and theyare all native citizens coming from that particular environment wherea language other than English has significantly had an impact ontheir level of proficiency in English language. According to Tembe(2008), these learners also have difficulty in speaking English,writing, reading, or even understanding English as a language may besufficient to deny them to attain a particular proficient level toachieve or pass on the state assessments. They have a challenge inachieving in classrooms where the instructions are given in English,and they lack the opportunity to take full part in the society.

Educationallevel

Thelearners are students who have just been enrolled in a secondaryschool. The learners have not developed a listening, reading,speaking and writing English proficiencies sufficient to enable themto take part fully in the regular school program (Tembe, 2008). Theyare often referred to as limited English proficient because of theirlow proficiency in English. The score less than half compared tothose learners who have proficiency in English and tend to lag about20 percentage points behind the English proficient speaker.

Developmentallevel

Thelearners have a minimal comprehension of English language sinceEnglish is not their first language. Further, they cannot verbalizeEnglish fluently but they do so with difficulty. At some times, theselearners just nod yes and No when it comes to communicating inEnglish with a person who has proficiency in English. They are mostlyseen drawing and pointing at things that have an English name thatthey do not know. They sometimes produce a one or even two word as aresponse when engaged in a communication (Tembe, 2008). There arecertain situations where they are seen to be using some keyword andsome of the familiar phrases when communicating. They further makeuse of present tense verbs heavily in their communication.

Readinessto learn

Toanalyze the learner’s readiness to learn, the team had to find outthe learner’s learning styles that they responded with eagerness tolearn. Understanding the learning style is very important as thiswould help these learners to improve their learning abilities, andthis is through assessing their strength and their weakness (Tembe,2008). These learners had full understanding of their strengths andweakness implying that they were ready to learn. The learners werealso positive view towards the organization that was to provide thetraining, management, and peers.

Describethe educational setting

Staffdevelopment

Theteams of the staff that will be responsible for training the learnersare of high expertise in the second language acquisition, thelearning disability, and culture. The team of members is alsoproficient in English in all spheres including writing reading andspeaking. These staffs of English Language Learner often have hadprevious training that mostly addressed the major need of a learner.Most of them often feel that they need to have more training toenable them work effectively with the learners.

Patienteducation

Thepatient level of education is minimal, and they cannot speak, write,or read English fluently. They are often witnessed just listening tocommunication instead of speaking. They have a considerable level ofeducation, and they can communicate in English but with a difficulty.There is a wide discrepancy between a student’s scores on a test ofgeneral intelligence, especially in class. They further score on astandardized level of an achievement test. It is the thus evidentgift that these learners have attained basic educational level, butthey are not proficient in English as a language in terms ofspeaking, writing, and reading.

Familyeducation

Thefamily education background of these learners can be traced back totheir origins. Most of them are not native of US but mostly theimmigrants who have very little or no education level they haveachieved (Tembe, 2008). These families have difficulties speaking,writing, and reading English. There are some of the families thatmembers have been able to attain a significant educational level.However, the majority of the families have the little educationalbackground. These parents are mostly the emigrants from the rest ofthe non-English speaking nations and often may not speak Englishfluently.

Conclusion

Itis important to identify the group of learners that one wishes totrain them to have a program that will match full their needs.Therefore, a group of the experienced team and those having Englishproficiency should be used in developing the learners with difficultyin English.

References

Tembe,J. (2008). Developing literacy in second-language learners: Report ofthe National Literacy Panel on Language-Minority Children and Youth.