(Identifying Language Proficiency for Program Placement, 2007)This webpage was published by Colorin Colorado!, a national website that serves educators for English language learners in kindergarten through twelfth grade. The website also has the option to be viewed in Spanish. The information is research-based. This particular webpage discusses the general steps that are outlined in state policies within the United States, in regards to instructional services of English language learners. It briefly, but clearly, describes the student home language survey, identification of educational background, identification of levels of English proficiency, and identification of academic experience. Sample questions for each area of placement and identification evaluation are given. The information provided on this webpage is relevant to the area of the identification and placement process for ESL students. The information is a general overview of the different identification steps. It seems similar to that done locally, but may have slight differences in its questions. It does not cite specific laws or federal educational requirements, but it does provide brief details about each step of the process. (US Department of Education; US Department of Justice, n.d.)This government document was produced by the joint efforts of the US Department of Justice and the US Department of Education. It is a factsheet that provides some guidelines as to how English language learners should be treated and serviced in the Nations public school. The guidelines describes the responsibilities of school districts regarding providing services for ELL. It describes the need for procedures for identification and service providing to be in place. It also describes what ELL of the public schools are entitled to, such as language assistant services and other language programs offered in the district. This government document is useful in my study because it lists important guidelines that are related to identification and placement. It gives the national outline for school district in the nation to follow. This document provides some information about what specific identification step and placement procedures to look into. It also gives me insight into what type of programs should be offered by the district, even at the local level on Guam. (Enrolling & Identifying New ELL Students, n.d.)This webpage was published by Area Education Agency. It goes through the general steps for identifying and placing students who may qualify for English language learning programs. It describes the Home Language Survey, identification/placement screening assessments, assessment of academic skills, and an analysis of other data. The analysis of data, as described on this webpage, is mandated by No Child Left Behind. It also integrates the law outlined in Iowa Code. This website give me information about the steps of the identification and placement process for ELL students. It is similar to other websites, but it does go into more detail. It may be useful to compare to what the processes and the required days to complete certain processes of our local schools are. It may also be good to try and view the sample screening and assessment items that are linked on this website. The webpage also has a link to a visual that describes that identification and placement process. It is a map that briefly describes the process of placement and what types of services may be available for ELL in our schools. (Office of Superintendent of Public Instruction, 2014)This is a document that was published by the Office of Superintendent of Public Instruction in Washington. It is written in English and is the Hone Language Survey used in this state. It is made available to print on this website and is used to more clearly and accurately identify a students first language. The second page of the document is used to describe the purpose of the Home Language Survey. It explains why questions in certain areas are asked. This document would be useful in my research because it will provide an example of the Home Language Survey. It will also for me to compare it to the one used locally. During my research, I would be useful for me to use it during interviews of educators in order to obtain more information about the identification and placement procedures at the local level. (Anthony Mills, 1996)This article is about implementing an English Placement Exam at the Kyoritsu Womens University. It was given to first year students in order to determine their English proficiency levels and how they can be placed in their classes. The test implemented was the Comprehensive English Language Test (CELT). Prior to the implementation of the test, classes for first year students were diverse when it came to language proficiencies. This created a dilemma for instructors. The test allowed for students to be grouped into classes based on their proficiency levels. However, the test did pose problems amongst students in relation to their culture. Students did not want to stand out for being knowledgeable of for needing improvement. In the Japanese culture, it is not good to stand out. The results of the study showed that students do well if they are comfortable and if they were familiar with their classmates. It also showed that implementation of the test allows for the need to retest later using the same test or another version, to develop curriculum based on the results, and to compare the scores to those of the college entrance exam. This article has useful information regarding the need and purpose for implementing an English language comprehensive exam. The results and uses of obtain the scores and other information from these entry exams also provide information on how it should be used in other schools. However, this study was done at the university level and may not be applicable at the primary or secondary level students. But it does give insight into how placement tests and/or comprehensive tests are useful when it comes to determining what instruction students need if they are ELLs.(Chien, 2003)This article is about the integration of content-based instruction in elementary school courses in Taipei. In this case, English was used to teach the academic subject. However, students were not offered these classes every day. They were limited to primary level students until they reached fifth grade. Tis research aimed to see if progress would be made if students learned English during their Life Course at the second grade. The study found that 83% of students had positive attitudes toward having their English teacher teach them the Life Course as well. It describes five effective ways to integrate English into the Life Course. These include adapting lesson plans, use various activities and worksheets, teachers should work cooperatively in designing lesson plans, teachers should introduce key words in English classes in advance, and make English the medium for the Life Course instructor. The information provided on the website is very useful in describing the success of integrating English into a course in order to teach English. Because it was based on the primary level of schooling, it may provide insight into how our local schools can apply effective strategies in the ESL classroom or even in the general education classroom where ELLs are present. This article does touch a little on content-based instruction. (Drakos, 2005)This article is about the importance of a curriculum and the frequency of it being updated and revised. It describes teachers as having the role of developing a curriculum for EFL/ESL students. It also describes as using websites and other online programs to keep up to date with the changes in curriculum and activities that can be used for the students. The study found that continuous research and prioritizing the need and abilities of students can assist and EFL teacher to be more developed in providing instruction to EFL and ESL students. This article describes the need for curriculum development and development as a teacher. It does not directly relate to my study, but it does give insight into the need for a curriculum development. When students are identified and placed into ESL services, the curriculum should be geared toward their needs. So in relation to my study, it is important to find what curriculum is being sued for ur students who are being provided ESL services within our public schools. (Kitao, 1997)This article focuses on the need for selecting appropriate materials that will be used during the instruction of language. Following the movement of to make learners the center of language learning, materials are not prioritized. However, materials play a vital role in the learning process. This study suggests that teachers should be aware of different language teaching methods so that they can decide what materials should be useful. They should know how to look for good materials and be aware of commercialism and copyright issues. This article relates to the placement area of my research because it talks about the importance of selecting materials. When a student has been evaluated and placed in the some type of ESL service, selection materials to aid in their language learning is important. It is also important to determine what materials will be useful for teachers to have in the general education classroom. (Davies, n.d.)This website talks about the definition and aspects of Computer Assisted Language Learning. It also gives a brief history of CALL and provides some information about how it has evolved over the years. It discusses the traditional CALL, Explorative CALL, and multimedia CALL. It even provides information about some CALL programs and supplies of some materials. The information provided on this sight will help me understand the role that technology plays in the classroom. It also will provide information about what may possibly work in the classroom. This information here gives me some insight about how I can apply CALL to my research that will possibly analyze the benefits of technology use in ESL services to students.

(Iacob, 2009)This article is about a study that focuses on the efficiency of computer assisted English classes. It also emphasizes the need for developing methodology of new technology. It discusses the advantages of using computer technology in childrens classes for ESL. It discusses how the use of computers will expose students to a combination of sounds, images, music, and other interactive elements that will engage the student. The study was done on preschool and elementary school children and involved exposing them to computer use. Some criticism mention in the study include the cost of computers, does not provide consistent feedback, computers cannot properly evaluate the speech of students, and the computer or other technology is not meant to replace the teacher. The study concludes by outlining how computer assisted language learning lack pedagogic strategies and limits the assessment of teaching methods that should be involved. However, it does say that effectiveness of computer assisted language learning cannot be denied for ESL children. This article reflects a lot on the cons of CALL and how more development in its methodology in relation to education is needed. It does explain that it is useful and beneficial for ESL students at a young age. It also explains how CALL was used to develop vocabulary within students. The information provided in this article will be useful in my study of CALL.(Hubbard, n.d.)This article provides an introduction to CALL and its aspects. It explains that the design of CALL is linked to principles derived from the research base of the interactionist perspective of second language acquisition. It further explains the trends and issues of CALL. It also describes how CALL is designed and how it can be evaluated. Teachers can evaluate certain programs using checklists and other mediums.This article is really useful in the methodology sense. It does not explain an exact method in which CALL was derived, but it does make a connection to second language acquisition and how it can be integrated into language learning. It gives details about how computers can be integrated into the listening, speaking, reading, and writing skills as well. It also focuses on the use of CALL for grammar and vocabulary learning. (Chapelle, 1998)This article is about multimedia CALL and how it may have been developed on the basis of conditions for second language acquisition. The theory of SLA may be used to design and guide research on effectiveness of CALL. The idea that there are varieties of multimedia that can be integrated into the different areas of SLA, it is beneficial when it comes to second language learning. This article outlines the relationship between SLA and CALL. It does explain what types of multimedia tools can be used to manipulate language use and practice. The information provided in this website will be useful in explain the related theory behind CAL and how it can be applied to the classroom. It also serves as a guide to designing and selecting appropriate tools for ELL learners.(Warschauer, 1996)This article is provides an overview of how computers have been and are continuing to be used for teaching language. It briefly discusses the three phases of CALL, which include behavioristic, communicative, and integrative CALL. It discusses how computers assist in language learning, like drills and practices, discussion and interaction, and as a writing tool. It emphasizes that CALL is not a method itself, but it how it is put to use reflects its effectiveness. This article was published in 1996 so a lot of its examples are outdated. However, the explanation of the different type of CALL will be useful to determine what is being used in our island schools, if any. It will also be helpful to see what specific areas in language the computer can assist in. It will be useful is describing the tools on the computer that is helpful for students who are ELL. (Tuzi, 1997)This article is about creating online materials that assist in language learning. It also describes how some practice materials were made in Word Processor. The article also gives examples of what types of questions and forms that were created. Using Microsoft Word is fast and inexpensive and this article describes the steps to create materials.This article is useful for seeing how simple online materials are created. It also gives examples of how the end result looks. However, because this was published in 1997, there has been updated versions of Word and other free programs that would allow users to create their own materials. There are also programs that are already geared toward language learning and teaching. This article may not provide too much needed information. (Chen, 1996)This article is about the changing of expectations of computers usage in the classroom. It briefly describes the history of

BibliographyAnthony Mills, L. S. (1996, November). The Implementation of a First Year English Placement System. The Internet TESL Journal, II(11). Retrieved from http://iteslj.org/Articles/Mills-Placement.htmlChapelle, C. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning and Technology, 2(1), 22-34. Retrieved from http://llt.msu.edu/vol2num1/article1/Chien, G. C.-W. (2003, December). Integrating English into an Elementary School Life Course. The Internet TESL Journal, IX(12). Retrieved from http://iteslj.org/Articles/Chien-Integrating.htmlDavies, G. (n.d.). CALL (Computer Assisted Language Learning). Retrieved from Centre for Languages, Linguistics & Area Studies: https://www.llas.ac.uk/resources/gpg/61Drakos, J. (2005, March). Ideas for Developing a Personal EFL Teaching Curriculum. The Internet TESL Journal, XI(3). Retrieved from http://iteslj.org/Articles/Drakos-Curriculum.htmlEnrolling & Identifying New ELL Students. (n.d.). Retrieved from Area Education Agency 267: https://www.aea267.k12.ia.us/ell/basic-program-components/enrolling-new-ell-students/Hubbard, P. (n.d.). General Introduction. Retrieved from http://web.stanford.edu/~efs/callcc/callcc-intro.pdfIacob, I. (2009). The Effectiveness of Computer Assisted Classes. Computer Science Series. Retrieved from http://anale-informatica.tibiscus.ro/download/lucrari/7-1-15-Iacob.pdfIdentifying Language Proficiency for Program Placement. (2007). Retrieved from Colorin Colorado: http://www.colorincolorado.org/educators/assessment/identification/Kitao, K. (1997). Selecting and Developing Teaching/Learning Materials. The Internet TESL Journal, IV(4). Retrieved from http://iteslj.org/Articles/Kitao-Materials.htmlOffice of Superintendent of Public Instruction. (2014, May). Home Language Survey. Washington, United States of America. Retrieved from https://www.k12.wa.us/MigrantBilingual/pubdocs/HLS/HLSEnglish.pdfTuzi, F. (1997). Using Microsoft Word to Generate Computerized Tests. The Internet TESL Journal, III(11). Retrieved from http://iteslj.org/Articles/Tuzi-Tests/US Department of Education; US Department of Justice. (n.d.). Ensuring English Learner Students Can Participate Meaningfully and Equally in Educational Programs. Office For Civil Rights. Retrieved from http://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-el-students-201501.pdfWarschauer, M. (1996). Computer-Assisted Language Learning: An Introduction. Multimedia Language Teaching, 3-20. Retrieved from http://fis.ucalgary.ca/Brian/BibWarschauer.html