NEW JERSEY DEPARTMENT OF EDUCATION ENGLISH LANGUAGE LEARNERS (ELL)

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ALEXANDER MURZAKU (COLLEGE OF SAINT ELIZABETH MORRISTOWN NEW JERSEY)
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English Language Learners (ELL) in the Mainstream


New Jersey Department of Education

English Language Learners (ELL) in the Mainstream


School Climate Checklist

Take a look at your school to determine if your educational environment is welcoming and sensitive to the diverse instructional and interactional needs of English Language Learners and their families. This school self-evaluation will help you reflect on what your school is doing now and what it needs to do to create an inclusive environment for second language learners.

After evaluation, decide on ways that may create better support if you have checked off “Somewhat” or “No.”

Your School _________________________________________________


Your role in the school or district:

____Administrator ____Ell/Bilingual Teacher ____Regular Teacher

____Other (describe): _____________________________________


How well does your school demonstrate its support for diversity and cultural pluralism?

YES

Somewhat

NO

Ideas or activities, personnel, and funds to improve support.

1. Does the school focus on one set of cultural values and holiday celebrations in various school environments?





  • School concerts?





  • Assemblies?





  • Art class and classroom projects?





  • Other





2. Does the curriculum incorporate the various cultural groups represented in the school?





  • Through language arts activities?





  • In social studies and geography?





  • Does the science and mathematics curriculum recognize the contributions of non-native professionals?





  • Other





3. Do teachers, administration, and support staff model through lessons, school activities, and in their own behavior, understanding and appreciation of cultures that are different from one's own and help all students recognize the inappropriateness of prejudice and discrimination?





4. Do mainstream classroom and content instructional staff receive regular inservice training to assist them in understanding second language acquisition?





5. Is the mainstream classroom and content instructional staff aware of the levels on ELL language acquisition? Are they sensitive to the instructional needs of ELLs at each of these levels? Is instruction differentiated for learners at each level from beginner to advanced?





6. Are teachers given training in alternative assessment procedures and how to develop assessment modifications?






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New Jersey Department of Education


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