[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-591705-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-591705-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","supporting-ells-ells-on-the-cusp-should-we-reclassify","Supporting ELLs - ELLs on the Cusp - Should We Reclassify?","","文章围绕ELL（英语学习者）“临界/临界点（on the cusp）”学生的重新分类难题展开：当学生在英语熟练度考试上刚好跨过或未跨过阈值时，教师需要在继续提供专业支持与进入主流班级的学术机会之间做权衡。文中以Juan与Abel的案例说明阅读、写作等不同能力短板如何影响成功，并结合现有研究梳理初始分班与后续再分班的复杂性，为基于ELP得分处于临界区间的决策提供指导。",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/supporting-ells-ells-on-the-cusp-should-we-reclassify/591705/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/supporting-ells-ells-on-the-cusp-should-we-reclassify/591705.png","ImageObject",300,407,{"name":42,"@type":43},"Dipper","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"文中如何定义“on the cusp”（临界点）的ELL学生？","Question",{"text":63,"@type":64},"学生在英语语言能力（ELP）评估中得分刚好处于“符合重新分类”与“不符合重新分类”之间的阈值附近，因此结论可能向任一方向发展。","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Juan与Abel各自的学习短板分别是什么？",{"text":68,"@type":64},"Juan在阅读与数学方面存在挑战；Abel的写作环节让他卡在阈值之下，而他的阅读也没有达到应有水平。",{"name":70,"@type":61,"acceptedAnswer":71},"教师在是否重新分类时主要面临哪种权衡？",{"text":72,"@type":64},"是否进入主流班级可能带来更高挑战和更多课程机会，但也可能因为英语或学业不足而无法获得所需支持；相反，继续作为ELL则可能获得专业支持，却担心学习机会被限制。","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},591705,1792401596,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":117,"preview_page_count":4},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","SUPPORTING ELLs  \nELLs on the Cusp  \nShould We Reclassify?  \nILLUSTRAT IONS BY AGATA NOWICKA  \nBy Angela Johnson and Claude Goldenberg  \nJ  \nuan and Abel are students in Ms. Taylor’s fifth-grade class.  \nJuan was born in the United States. He was classified asan English language learner, or ELL (the term used to identify students who are in the process of developing English  \nproficiency), when he started kindergarten. Every year he’s made adequate progress on his state’s English proficiency test, and most recently he scored right on the cusp, just passing the threshold for being “English proficient.” His standardized reading and math scores are not terrible, but not great either. He communicates easily in English with his teachers and classmates. Without looking at his school file, you wouldn’t necessarily know that he is an  \nAngela Johnson is a research scientist at NWEA. Previously, she taught English as a second language for nine years in Los Angeles and Japan. Claude Goldenberg is the Nomellini & Olivier Professor of Education, Emeritus, at Stanford University. Previously, at California State University, Long Beach, he was a professor of teacher education, an associate dean of the College of Education, and the executive director of the Center for Language Minority Education and Research. Early in his career, he taught junior high school in Texas and first grade in a bilingual elementary school in California.  \nELL. Like many boys his age, Juan is energetic and sometimes distracted. Once in a while he forgets his homework or arrives a few minutes late to class.  \nAbel moved to the United States with his parents two and a half years ago. He spoke hardly any English and easily qualified for ELL services. He has made very good progress in a short amount of time, but not enough to be deemed English proficient. At school, he is quiet. His work is always neat and completed on time, and he has one of the highest math averages in the class. He often borrows books to read from the class library, so Ms. Taylor knowshe is motivated. But his reading comprehension sometimes falters, which is reflected in reading test scores that are below grade level. This past fall, he was very close to the English proficient threshold, but the writing section held him back.  \nAs the school year draws to a close, the principal invites Ms. Taylor and other teachers to meet and discuss the progress ofELL students in their classes. Ms. Taylor knows she will be asked if she thinks Juan and Abel should stayELLs orbe reclassified as English proficient and put in regular classes next year in middle school. Both their test scores are within a few points of the state’s English proficient threshold, so they are “on the cusp” and could “go either way.” What should a teacher do in this situation?  \n16 AMERICAN EDUCATOR | SPRING 2020  \nMs. Taylor’s concern is that if they enter middle school as ELLs, they will be put into classes that don’t challenge themandendup limiting their learning opportunities. Ms. Taylor has also heard that teachers sometimes underestimate the academic abilities of ELLs, particularly in middle or high school, where students are often placed in tracks at different academic levels. On the other hand, they might fail to get the support they need if their English and academics are not strong enough. In Juan’s case, reading and math are challenges; in Abel’s, writing is holding him back, and his reading isnot as strong as it should be. Ms. Taylor is somewhat more confident about their English, but she’s not quite sure how to respond. Going to the regular class would probably challenge the boys more and open new doors in terms of courses and classmates. But are they ready?  \nAt the end of every school year, particularly as students move on to middle or high school, educators throughout the nation face the same question as Ms. Taylor: To reclassify or not to reclassify? We want students to receive the support they need and also have access to al","cbCaigq73BcbWAtW","https://ap.wps.com/l/cbCaigq73BcbWAtW","pdf",499463,"English","# Initial Classification and Later Reclassification\n## Home language surveys and ELP assessment\n## Services provided through ELL classification\n## Reclassification dilemma for students on the cusp","[{\"question\":\"文中如何定义“on the cusp”（临界点）的ELL学生？\",\"answer\":\"学生在英语语言能力（ELP）评估中得分刚好处于“符合重新分类”与“不符合重新分类”之间的阈值附近，因此结论可能向任一方向发展。\"},{\"question\":\"Juan与Abel各自的学习短板分别是什么？\",\"answer\":\"Juan在阅读与数学方面存在挑战；Abel的写作环节让他卡在阈值之下，而他的阅读也没有达到应有水平。\"},{\"question\":\"教师在是否重新分类时主要面临哪种权衡？\",\"answer\":\"是否进入主流班级可能带来更高挑战和更多课程机会，但也可能因为英语或学业不足而无法获得所需支持；相反，继续作为ELL则可能获得专业支持，却担心学习机会被限制。\"}]","Supporting ELLs - ELLs on the Cusp - Should We Reclassify? | PDF",1792073031]