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Sample records for academic english proficiency

  1. Impact of English Proficiency on Academic Performance of International Students

    ERIC Educational Resources Information Center

    Martirosyan, Nara M.; Hwang, Eunjin; Wanjohi, Reubenson

    2015-01-01

    Using an ex-post facto, non-experimental approach, this research examined the impact of English language proficiency and multilingualism on the academic performance of international students enrolled in a four-year university located in north central Louisiana in the United States. Data were collected through a self-reported questionnaire from 59…

  2. English Language Proficiency and Teacher Judgments of the Academic and Interpersonal Competence of English Language Learners

    ERIC Educational Resources Information Center

    Freberg, Miranda E.

    2014-01-01

    The purpose of the study was to investigate how English language proficiency is related to teacher judgments of students' academic and interpersonal competence. It was hypothesized that English Language Learner (ELL) students would generally be perceived as having weaker academic and interpersonal skills than their non-ELL counterparts regardless…

  3. Validating English Language Proficiency Assessment Uses for English Learners: Academic Language Proficiency and Content Assessment Performance

    ERIC Educational Resources Information Center

    Wolf, Mikyung Kim; Faulkner-Bond, Molly

    2016-01-01

    States use standards-based English language proficiency (ELP) assessments to inform relatively high-stakes decisions for English learner (EL) students. Results from these assessments are one of the primary criteria used to determine EL students' level of ELP and readiness for reclassification. The results are also used to evaluate the…

  4. Native Language Proficiency, English Literacy, Academic Achievement, and Occupational Attainment in Limited-English-Proficient Students: A Latent Growth Modeling Perspective

    ERIC Educational Resources Information Center

    Guglielmi, R. Sergio

    2008-01-01

    The hypothesis that native language (L1) proficiency promotes English acquisition and overall academic achievement, a key theoretical assumption underlying bilingual education, was tested using latent growth modeling of data from 899 limited-English-proficient (LEP) eighth graders who were followed for 12 years in the National Education…

  5. English Proficiency and Academic Performance of International Students.

    ERIC Educational Resources Information Center

    Light, Richard L.; And Others

    1987-01-01

    Analysis of Test of English as a Foreign Language (TOEFL) scores, grade point averages, graduate credits earned, and academic majors of 376 international graduate students indicate that TOEFL scores are not effective predictors of academic success. Significant correlation was seen between TOEFL scores and graduate credits earned. (Author/CB)

  6. The Compensatory Nature of Discipline-Related Knowledge and English-Language Proficiency in Reading English for Academic Purposes

    ERIC Educational Resources Information Center

    Uso-Juan, Esther

    2006-01-01

    The purpose of this study is twofold: first, to estimate the contribution of discipline-related knowledge and English-language proficiency to reading comprehension in English for academic purposes (EAP) and, second, to specify the levels at which the compensatory effect between the two variables takes place for successful EAP reading. The…

  7. Moving beyond Intermediate English Proficiency

    ERIC Educational Resources Information Center

    Jewell, Mary

    2009-01-01

    Too many English learners get stuck at intermediate levels of English language proficiency. In this article, teacher Mary Jewell describes how she uses literature and scaffolds to ensure that students develop academic language.

  8. The Relationship between English Language Proficiency, Academic Achievement and Self-Esteem of Non-Native-English-Speaking Students

    ERIC Educational Resources Information Center

    Dev, Smitha; Qiqieh, Sura

    2016-01-01

    The present study aims to find out the relationship between English Language proficiency, self-esteem, and academic achievement of the students in Abu Dhabi University (ADU). The variables were analyzed using "t" test, chi-squire and Pearson's product moment correlation. In addition, Self-rating scale, Self-esteem inventory and Language…

  9. The Effect of English Proficiency and Ethnicity on Academic Performance and Progress

    ERIC Educational Resources Information Center

    Green, James A.

    2015-01-01

    Non-local ethnicity or nationality and lower English proficiency have been linked with poor performance in health professional education. This study sought to compare the relative contributions of ethnicity and English proficiency, and to do so in a context where students had not been selected via interviews or some other proxy for language…

  10. English language proficiency and academic performance: A study of a medical preparatory year program in Saudi Arabia

    PubMed Central

    Kaliyadan, Feroze; Thalamkandathil, Nazer; Parupalli, Srinivas Rao; Amin, Tarek Tawfik; Balaha, Magdy Hassan; Al Bu Ali, Waleed Hamad

    2015-01-01

    Introduction: All medical schools in Saudi Arabia have English as the primary official medium of instruction. Most of the high school education, however, is delivered in Arabic and hence the transition to an English based learning environment tends to be difficult for some students. Our study aims to correlate English language proficiency with academic performance among medical students in their preparatory year. Methods: A cross-sectional study design was used. Test scores of 103 preparatory year students (54 female and 49 male) were analyzed after the students completed an English language course and medical introductory course in their preparatory year. The total score obtained in the English course assessment was compared to each component of the medical content assessment. Results: A significantly positive correlation (Spearman's Rho, at 0.01 levels) was seen between the scores of the English exam and the written exam (P <0.001) and the oral exam (P = −0.003) parts respectively of the medical examination. Significant correlation with the English exam score was not obtained for the other components of the medical assessment, namely; student assignments, presentations and portfolios. Conclusion: English language proficiency is an important factor in determining academic proficiency of medical students in our college at the preparatory year level. PMID:26629471

  11. English Language Proficiency and Academic Achievement of International Students: A Meta-Analysis

    ERIC Educational Resources Information Center

    Wongtrirat, Rachawan

    2010-01-01

    Studies have been conducted to determine the impact of English language on the academic achievement of international students in higher education institutions in the United States. The results of these investigations have been varied and at times contradictory. The purpose of this meta-analysis was to investigate studies from 1987-2009 that…

  12. Developing Academic English Language Proficiency Prototypes for 5th Grade Reading: Psychometric and Linguistic Profiles of Tasks. An Extended Executive Summary. CSE Report 720

    ERIC Educational Resources Information Center

    Bailey, Alison L.; Huang, Becky H.; Shin, Hye Won; Farnsworth, Tim; Butler, Frances A.

    2007-01-01

    Within an evidentiary framework for operationally defining academic English language proficiency (AELP), linguistic analyses of standards, classroom discourse, and textbooks have led to specifications for assessment of AELP. The test development process described here is novel due to the emphasis on using linguistic profiles to inform the …

  13. Developing Academic English Language Proficiency Prototypes for 5th Grade Reading: Psychometric and Linguistic Profiles of Tasks. CSE Technical Report 727

    ERIC Educational Resources Information Center

    Bailey, Alison L.; Huang, Becky H.; Shin, Hye Won; Farnsworth, Tim; Butler, Frances A.

    2007-01-01

    Within an evidentiary framework for operationally defining academic English language proficiency (AELP), linguistic analyses of standards, classroom discourse, and textbooks have led to specifications for assessment of AELP. The test development process described here is novel due to the emphasis on using linguistic profiles to inform the …

  14. Explaining English Language Proficiency among Adolescent Immigrant Students

    ERIC Educational Resources Information Center

    Carhill, Avary; Suarez-Orozco, Carola; Paez, Mariela

    2008-01-01

    This study aims to increase understanding of factors that account for academic English language proficiency in a sample of 274 adolescent first-generation immigrant students from China, the Dominican Republic, Haiti, Central America, and Mexico. Previous research has shown the importance of English language proficiency in predicting academic…

  15. Improving Academic Achievement through Building Self-Esteem in At-Risk Limited English Proficient Ninth Grade Haitian Students.

    ERIC Educational Resources Information Center

    Myrick, Gloria H.

    A self-esteem building program was developed and implemented to reduce the failure and potential dropout rate of limited English proficient 9th-grade Haitian students (N=15) who were enrolled in bilingual classes and were selected based on recommendations from their bilingual teachers, referrals for behavior problems, and failure in two or more…

  16. A Mandarin/English Two-Way Immersion Program: Language Proficiency and Academic Achievement

    ERIC Educational Resources Information Center

    Padilla, Amado M.; Fan, Lorraine; Xu, Xiaoqiu; Silva, Duarte

    2013-01-01

    A Mandarin/English two-way immersion elementary program is described from its inception and implementation through the fifth grade, the culminating year of the program. All students in all grades were assessed on their oral/listening, reading, and writing performance in Mandarin using program-created assessment measures. Fifth-grade students also…

  17. Instructional Services for Limited English Proficient Children.

    ERIC Educational Resources Information Center

    O'Malley, J. Michael

    1982-01-01

    The 1978 Children's English and Services Study (United States) contains five findings for limited English proficient children aged 5-14, e.g., one-third are served by bilingual education/English (second language); Federal and state support for special types of instruction are received predominantly by limited English proficient children within the…

  18. Opportunities and Outcomes: The Role of Peers in Developing the Oral Academic English Proficiency of Adolescent English Learners

    ERIC Educational Resources Information Center

    Carhill-Poza, Avary

    2015-01-01

    Although researchers often acknowledge the importance of linguistically rich interactions in the academic language development of emergent bilingual students, few studies have explicitly examined the role of linguistic peer support and the underlying structure of social relationships in the second language learning experiences and outcomes of…

  19. Cooperative Learning with Limited-English-Proficient Students.

    ERIC Educational Resources Information Center

    Jacob, Evelyn; Mattson, Beverly

    Theory and research indicate that cooperative learning methods may provide a way to help limited-English-proficient (LEP) students achieve academically and develop the English language skills necessary for successful classroom functioning. The method involves small groups of two to six students in tasks that require cooperation and positive…

  20. Academic Proficiency (Language and Content) and the Role of Strategies

    ERIC Educational Resources Information Center

    Krashen, Stephen

    2011-01-01

    This report continues the work of Krashen and Brown (2007), developing and evaluating a set of hypotheses for the development of academic proficiency. That article defined academic proficiency as having two components: academic language proficiency and knowledge of academic content.

  1. Common Educational Proficiency Assessment (CEPA) in English

    ERIC Educational Resources Information Center

    Coombe, Christine; Davidson, Peter

    2014-01-01

    The Common Educational Proficiency Assessment (CEPA) is a large-scale, high-stakes, English language proficiency/placement test administered in the United Arab Emirates to Emirati nationals in their final year of secondary education or Grade 12. The purpose of the CEPA is to place students into English classes at the appropriate government…

  2. Self-efficacy, foreign language anxiety as predictors of academic performance among professional program students in a general English proficiency writing test.

    PubMed

    Chen, M C; Lin, Huey-Ju

    2009-10-01

    Questionnaires were administered to 120 students. Cluster analysis was used to examine whether specific groups could be described by a writing self-efficacy scale, English writing anxiety scale, and a written General English Proficiency Test. Three clusters were observed. Demographic variables were compared for each cluster, including age, sex, program of study, years of English instruction, native language, and number of English speaking acquaintances. Efforts to reduce writing anxiety and promote writing self-efficacy could enhance writing scores of participants.

  3. Guidelines for Serving Students with Limited English Proficiency. Administrative Manual.

    ERIC Educational Resources Information Center

    Biagini, Joyce; And Others

    A revision of a manual first produced in 1980, this guide is designed to help local school districts in Minnesota meet the educational needs of their limited-English-proficient (LEP) students in academically and administratively expedient ways. The chapters in the manual, which correspond to topics pertinent to designing and maintaining an LEP…

  4. Mother-adolescent language proficiency and adolescent academic and emotional adjustment among Chinese American families.

    PubMed

    Liu, Lisa L; Benner, Aprile D; Lau, Anna S; Kim, Su Yeong

    2009-04-01

    This study examined the role of adolescents' and mothers' self-reports of English and heritage language proficiency in youth's academic and emotional adjustment among 444 Chinese American families. Adolescents who were proficient in English tended to exhibit higher reading achievement scores, math achievement scores, and overall GPA. Mothers who were English proficient tended to have children with higher academic achievement and fewer depressive symptoms. Results also indicated that adolescents' heritage language maintenance was associated with positive adjustment, particularly amongst foreign-born youth and for youth whose parents were highly proficient in the heritage language. Mother-adolescent match in heritage language proficiency was related to higher math achievement scores and overall GPA. Additionally, higher heritage language proficiency was associated with fewer depressive symptoms for foreign-born but not U.S.-born youth. Overall, the findings suggest that proficiency in both the English and heritage language may confer advantages to Chinese American youth.

  5. Validity of the English Language Proficiency Test.

    ERIC Educational Resources Information Center

    Bridgeman, Brent; Harvey, Anne

    The English Language Proficiency Test (ELPT) is a multiple-choice examination that is designed to assess the test taker's ability to use English in day-to-day interactions involving listening and reading. It is intended primarily as an admissions and placement test for college students with English as a second language. The ELPT consists of…

  6. Beyond English proficiency: rethinking immigrant integration.

    PubMed

    Akresh, Ilana Redstone; Massey, Douglas S; Frank, Reanne

    2014-05-01

    We develop and test a conceptual model of English language acquisition and the strength of the latter in predicting social and cultural assimilation. We present evidence that the path to English proficiency begins with exposure to English in the home country and on prior U.S. trips. English proficiency, then, has direct links to the intermediate migration outcomes of occupational status in the U.S., the amount of time in the U.S. since the most recent trip, and the co-ethnic residential context in the U.S. In turn, pre-migration characteristics and the intermediate characteristics work in tandem with English proficiency to determine social assimilation in the U.S., while cultural assimilation is primarily determined by pre-migration habits. A shift in focus to English use is desirable in studies of immigrant integration.

  7. Mother-Adolescent Language Proficiency and Adolescent Academic and Emotional Adjustment among Chinese American Families

    ERIC Educational Resources Information Center

    Liu, Lisa L.; Benner, Aprile D.; Lau, Anna S.; Kim, Su Yeong

    2009-01-01

    This study examined the role of adolescents' and mothers' self-reports of English and heritage language proficiency in youth's academic and emotional adjustment among 444 Chinese American families. Adolescents who were proficient in English tended to exhibit higher reading achievement scores, math achievement scores, and overall GPA. Mothers who…

  8. Fractionating English Language Proficiency: Policy and Practice in Australian Higher Education

    ERIC Educational Resources Information Center

    Moore, Paul J.; Harrington, Michael

    2016-01-01

    Policy-makers and practitioners in Australian higher education increasingly view English language proficiency (ELP) as a tripartite construct consisting of English proficiency for academic study, interpersonal communication, and more recently, the workplace. This paper examines this assumption and identifies the significant implications it has for…

  9. Diploma of Proficiency in Teaching in English.

    ERIC Educational Resources Information Center

    Takala, Sauli

    One of the main aims of the Teaching Content in a Foreign Language (TCFL) program, an in-service teacher training program at the Continuing Education Centre of the University of Jyvaskyla (Finland), was to improve the participants' proficiency in English. To promote this objective, English was made the operating language for the whole program.…

  10. ENGLISH LANGUAGE PROFICIENCY AND THE FOREIGN STUDENT.

    ERIC Educational Resources Information Center

    KAPLAN, ROBERT B.

    THE AUTHOR BELIEVES THAT ENGLISH LANGUAGE PROFICIENCY SHOULD NOT BE MADE A COLLEGE ENTRANCE REQUIREMENT FOR FOREIGN STUDENTS. HE ALSO BELIEVES, HOWEVER, THAT INSTITUTIONS WHICH ARE NOT ABLE TO PROVIDE ADEQUATE TRAINING IN ENGLISH FOR FOREIGN STUDENTS SHOULD NOT ENCOURAGE THESE STUDENTS TO ENROLL. THE CONSORTIUM PLAN WHEREBY SCHOOLS WITH NO…

  11. International Student Security and English Language Proficiency

    ERIC Educational Resources Information Center

    Sawir, Erlenawati; Marginson, Simon; Forbes-Mewett, Helen; Nyland, Chris; Ramia, Gaby

    2012-01-01

    "International student security" refers to the international student's maintenance of a stable capacity for self-determining human agency. The article focuses on the role of English-language proficiency in the security of students from English as Foreign Language countries, drawing on evidence from a program of semistructured interviews with 200…

  12. Investigating Correspondence between Language Proficiency Standards and Academic Content Standards: A Generalizability Theory Study

    ERIC Educational Resources Information Center

    Lin, Chih-Kai; Zhang, Jinming

    2014-01-01

    Research on the relationship between English language proficiency standards and academic content standards serves to provide information about the extent to which English language learners (ELLs) are expected to encounter academic language use that facilitates their content learning, such as in mathematics and science. Standards-to-standards…

  13. Validity and Fairness Implications of Varying Time Conditions on a Diagnostic Test of Academic English Writing Proficiency

    ERIC Educational Resources Information Center

    Knoch, Ute; Elder, Catherine

    2010-01-01

    A number of scholars have questioned the practice of assessing academic writing in the context of a one-off language test, claiming that the time restrictions imposed in the test environment, when compared to the writing conditions typical at university, may prevent learners from displaying the kinds of writing skills required in academic…

  14. 34 CFR 300.27 - Limited English proficient.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Limited English proficient. 300.27 Section 300.27... CHILDREN WITH DISABILITIES General Definitions Used in This Part § 300.27 Limited English proficient. Limited English proficient has the meaning given the term in section 9101(25) of the ESEA. (Authority:...

  15. 34 CFR 300.27 - Limited English proficient.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 2 2014-07-01 2013-07-01 true Limited English proficient. 300.27 Section 300.27... CHILDREN WITH DISABILITIES General Definitions Used in This Part § 300.27 Limited English proficient. Limited English proficient has the meaning given the term in section 9101(25) of the ESEA. (Authority:...

  16. 34 CFR 300.27 - Limited English proficient.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 2 2013-07-01 2013-07-01 false Limited English proficient. 300.27 Section 300.27... CHILDREN WITH DISABILITIES General Definitions Used in This Part § 300.27 Limited English proficient. Limited English proficient has the meaning given the term in section 9101(25) of the ESEA. (Authority:...

  17. 34 CFR 300.27 - Limited English proficient.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true Limited English proficient. 300.27 Section 300.27... CHILDREN WITH DISABILITIES General Definitions Used in This Part § 300.27 Limited English proficient. Limited English proficient has the meaning given the term in section 9101(25) of the ESEA. (Authority:...

  18. 34 CFR 300.27 - Limited English proficient.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 2 2012-07-01 2012-07-01 false Limited English proficient. 300.27 Section 300.27... CHILDREN WITH DISABILITIES General Definitions Used in This Part § 300.27 Limited English proficient. Limited English proficient has the meaning given the term in section 9101(25) of the ESEA. (Authority:...

  19. Students with Limited English Proficiency: Legal Considerations

    ERIC Educational Resources Information Center

    Miller, Rhonda D.; Katsiyannis, Antonis

    2014-01-01

    How to address the educational needs of students with limited English proficiency (LEP) is a particularly challenging and often controversial endeavor. Failure to address the needs of students with LEP often results in denial of meaningful educational opportunities and leads to disproportionate representation in special education programs. This…

  20. High-Stakes Testing, High School Graduation, and Limited English Proficient Students: A Case Study

    ERIC Educational Resources Information Center

    Giambo, Debra A.

    2010-01-01

    The educational accountability systems of both the No Child Left Behind (NCLB) Act of 2001 and the state of Florida (as of 1999) were modeled after Texas' system, despite its flaws. NCLB reaches for all students to achieve academic proficiency and designates students with limited English proficiency (LEP) as an important subgroup. As we work with…

  1. Oral Proficiency Assessment of English-Proficient K-8 Spanish Immersion Students

    ERIC Educational Resources Information Center

    Fortune, Tara W.; Tedick, Diane J.

    2015-01-01

    This cross-sectional study used assessments developed by the Center for Applied Linguistics to examine the oral proficiency of 218 K-8 English-proficient students in 4 Spanish immersion programs. Following a comprehensive review of assessment results for English-proficient immersion learners, the article reports findings from statistical analyses.…

  2. Evidence That International Undergraduates Can Succeed Academically Despite Struggling with English

    ERIC Educational Resources Information Center

    Fass-Holmes, Barry; Vaughn, Allison A.

    2015-01-01

    Many American universities require international applicants whose native language is not English to submit English proficiency exam scores presumably because of proficiency's potential to predict future academic success. The present study provides evidence, however, that such applicants can succeed academically despite struggling with English.…

  3. English Language Proficiency Levels of Limited English Proficient Students in Idaho. Issues & Answers. REL 2012-No. 125

    ERIC Educational Resources Information Center

    Nishioka, Vicki; Burke, Arthur; Deussen, Theresa

    2012-01-01

    This study describes the proficiency levels of limited English proficient (LEP) students and LEP student subgroups on the Idaho English Language Assessment (IELA). The report addresses two research questions: (1) What is the distribution of LEP students across proficiency levels on the total IELA scale and its five domains?; and (2) How does the…

  4. English Language Proficiency Levels of Limited English Proficient Students in Idaho. Summary. Issues & Answers. REL 2012-No. 125

    ERIC Educational Resources Information Center

    Nishioka, Vicki; Burke, Arthur; Deussen, Theresa

    2012-01-01

    This study describes the proficiency levels of limited English proficient (LEP) students and LEP student subgroups on the Idaho English Language Assessment (IELA). The report addresses two research questions: (1) What is the distribution of LEP students across proficiency levels on the total IELA scale and its five domains?; and (2) How does the…

  5. English Skills Tutorial Package for Limited English Proficiency Students.

    ERIC Educational Resources Information Center

    Rinnander, Elizabeth; Spinelli, Maria-Lydia

    This handbook describes Los Angeles Pierce College's (LAPC's) English Skills Tutorial Package, which seeks to identify specific areas of strength and weakness in students' language proficiency and to strengthen those specific areas through discrete and holistic approaches and, sometimes, conscious coaching. Following introductory comments about…

  6. Examining the Relationship between TELPAS Reading and TAKS Reading for Students with Limited English Proficiency

    ERIC Educational Resources Information Center

    Badgett, Kevin; Harrell, Scott; Carman, Carol A.; Lyles, Lance

    2012-01-01

    In the performance-driven culture of education today, though arguments regarding the definition of student success abound, few argue its importance. This issue is complicated with an additional dimension for those who are learning English as a second language. For those students who lack proficiency in the English language, academic content must…

  7. Integrating Science and English Proficiency for English Language Learners

    ERIC Educational Resources Information Center

    Lee, Okhee; Buxton, Cory A.

    2013-01-01

    Despite the expectation that all students should achieve high academic standards, content area instruction and English for speakers of other languages instruction for English language learners (ELLs) have traditionally been conceptualized as separate domains, resulting in educational inequities for ELLs. This is because effective instruction to…

  8. English Proficiency and Participation in Online Discussion for Learning

    ERIC Educational Resources Information Center

    Leung, Steve

    2013-01-01

    Does English proficiency affect participation in online discussion? This study polled 14 students from a postgraduate online course that require online discussion. The students are divided into groups according to their home language spoken and self-assessed English proficiency, and measure against their participation level in the required…

  9. A Profile of Limited English Proficient Adult Immigrants

    ERIC Educational Resources Information Center

    Batalova, Jeanne; Fix, Michael

    2010-01-01

    This article examines the 2003 National Assessment of Adult Literacy (NAAL) to develop a profile of immigrant adults with varying levels of oral English proficiency. The NAAL data on adult limited English proficient (LEP) immigrants are used here to examine their education levels, workforce involvement, incomes, use of public benefits,…

  10. The Relationship between Demotivation and EFL Learners' English Language Proficiency

    ERIC Educational Resources Information Center

    Hu, Rou-Jui Sophia

    2011-01-01

    To what extent does demotivation affect EFL learners' English language proficiency attainment? The present study addresses this question by investigating the relationship between technological institute EFL students' past demotivating factors and their English language proficiency. Although the role of demotivation in foreign language achievement…

  11. English-for-Teaching: Rethinking Teacher Proficiency in the Classroom

    ERIC Educational Resources Information Center

    Freeman, Donald; Katz, Anne; Garcia Gomez, Pablo; Burns, Anne

    2015-01-01

    The expansion of English teaching in state education systems places increasing demands on English language teachers and how they are trained. A major thrust of these efforts has focused on improving teachers' English language proficiency. This expectation is manifested in policy and pedagogical directives that teachers "teach English in…

  12. Investigating Transfer of Academic Proficiency among Trilingual Immigrant Students: A Holistic Tri-Directional Approach

    ERIC Educational Resources Information Center

    Haim, Orly

    2015-01-01

    The study addresses the degree of transfer of literacy dimensions of academic proficiency (AP), that is, reading comprehension and writing, across three languages--Russian (L1), Hebrew (L2), and English (L3)--and investigates whether a common conceptual source underlies the linguistic and cognitive operations of the trilingual learner (Grosjean,…

  13. The Use of Academic Words in the Analytical Writing of Secondary English Learners and Native English Speakers

    ERIC Educational Resources Information Center

    Cons, Andrea M.

    2013-01-01

    This study explores the following research question: How do secondary English learners (ELs) and Re-designated fluent English proficient students (RFEPs) use academic words in analytical writing in comparison to native English speakers (NESs)? It highlights previously overlooked differences in academic word use in the writing of students who are…

  14. Learning Strategies and Motivation among Procrastinators of Various English Proficiency Levels

    ERIC Educational Resources Information Center

    Goda, Yoshiko; Yamada, Masanori; Matsuda, Takeshi; Kato, Hiroshi; Saito, Yutaka; Miyagawa, Hiroyuki

    2014-01-01

    Our research project focuses on learning strategies and motivation among academic procrastinators in computer assisted language learning (CALL) settings. In this study, we aim to compare them according to students' levels of English proficiency. One hundred and fourteen university students participated in this research project. Sixty-four students…

  15. Screening for Emotional and Behavioral Risk among Students with Limited English Proficiency

    ERIC Educational Resources Information Center

    Dowdy, Erin; Dever, Bridget V.; DiStefano, Christine; Chin, Jenna K.

    2011-01-01

    Students with limited English proficiency (LEP) make up one of the fastest growing segments of the student population; however, LEP status is often related to poor academic and behavioral outcomes. Teacher-reported behavioral rating scales can be informative measurements to screen and identify students at risk for behavioral and emotional…

  16. An Examination of English Language Proficiency and Achievement Test Outcomes

    ERIC Educational Resources Information Center

    Mojica, Tammy C.

    2013-01-01

    The purpose of the study was to compare the relationship between grade eight English language proficiency as measured by the ACCESS for ELL's assessment (Assessing Comprehension and Communication in English State to State for English Language Learners) and achievement test outcomes on the Pennsylvania System of School Assessment, a state mandated…

  17. The Measurement of Change in English Language Proficiency

    ERIC Educational Resources Information Center

    Nallaya, Sasikala

    2012-01-01

    This study investigated the measurement of change in English language proficiency levels of pre-service and in-service teachers enrolled in a public university in Malaysia. Path analysis was used to measure change on three occasions by examining the effects of student characteristics, learning needs and multimodal technology on proficiency levels.…

  18. Bilingual Vocational Education for Youths with Limited English Proficiency.

    ERIC Educational Resources Information Center

    Bateman, Mary Jo

    1993-01-01

    Describes the Bilingual Vocational Education Program for Refugee Youth in Richmond, Virginia. Presents data that support the concept of mainstreaming refugee youth with limited English proficiency into public vocational education programs using the assistance of bilingual aides. (Author)

  19. Patterns of Independent Reading, Vocabulary Knowledge, and Literacy Skills among English- Only, Limited-English Proficient, and Fluent-English Proficient Children

    ERIC Educational Resources Information Center

    Hansen, Laurie E.

    2011-01-01

    This study examined independent reading behaviors and contextual factors that contributed to growth in vocabulary and literacy of fourth grade English-only (EO), limited English proficient (LEP), and fluent English proficient (FEP) children. Participants were given pre-post measures of receptive and expressive vocabulary, word reading, decoding,…

  20. Language Proficiency as a Moderator Variable in Testing Academic Aptitude.

    ERIC Educational Resources Information Center

    Alderman, Donald L.

    1982-01-01

    Puerto Rican students took the Scholastic Aptitude Test (SAT), the Prueba de Aptitud Academica (PAA), and the Pruebas de Aprovechamiento Academico. The strength of the relationship between scores on the SAT given in English and the PAA given in Spanish increased as proficiency in English as a second language increased (Author/BW)

  1. Rater Judgment and English Language Speaking Proficiency. Research Report

    ERIC Educational Resources Information Center

    Chalhoub-Deville, Micheline; Wigglesworth, Gillian

    2005-01-01

    The paper investigates whether there is a shared perception of speaking proficiency among raters from different English speaking countries. More specifically, this study examines whether there is a significant difference among English language learning (ELL) teachers, residing in Australia, Canada, the UK, and the USA when rating speech samples of…

  2. Language Learning Strategies and English Proficiency of Chinese University Students

    ERIC Educational Resources Information Center

    Nisbet, Deanna L.; Tindall, Evie R.; Arroyo, Alan A.

    2005-01-01

    This study investigated the relationship between language learning strategy (LLS) preferences and English proficiency among Chinese university students. Oxford's (1990), Strategy Inventory for Language Learning (SILL) and an institutional version (ITP) of the Test of English as a Foreign Language (TOEFL) were administered to 168 third-year English…

  3. Examining the Relationship between Math Scores and English Language Proficiency

    ERIC Educational Resources Information Center

    Henry, Denfield L.

    2013-01-01

    English language learners (ELLs) at a south Florida elementary school have consistently struggled with the mathematics segment of the Florida Comprehensive Assessment Test. Examining the relationship between ELLs' mathematics scores and English proficiency might provide local educators with ideas for reversing a downward trend in ELLs' mathematics…

  4. Proficiency English Language Testing of International Employees: A Case History.

    ERIC Educational Resources Information Center

    Arena, Louis A.

    Developments in one major corporation's ongoing program to evaluate employees' English language proficiency are discussed. The testing program was developed by the multinational E. I. DuPont de Nemours corporation for use with international employees. The history and rationale for the selection of the five English tests used are outlined, the…

  5. Limited English proficiency workers. Health and safety education.

    PubMed

    Hong, O S

    2001-01-01

    1. As the population of adults with limited English proficiency plays an increasingly important role in the United States workplaces, there has been a growing recognition that literacy and limited English skills affect health and safety training programs. 2. Several important principles can be used as the underlying framework to guide teaching workers with limited English proficiency: clear and vivid way of teaching; contextual curriculum based on work; using various teaching methods; and staff development. 3. Two feasible strategies were proposed to improve current situation in teaching health and safety to workers with limited English proficiency in one company: integrating safety and health education with ongoing in-house ESL instruction and developing a multilingual video program. 4. Successful development and implementation of proposed programs requires upper management support, workers' awareness and active participation, collaborative teamwork, a well structured action plan, testing of pilot program, and evaluation.

  6. Evaluation of the English Oral Fluency of Limited English Proficient Twelfth Grade Students.

    ERIC Educational Resources Information Center

    Dade County Public Schools, Miami, FL. Office of Educational Accountability.

    The Basic English Skills Test and its supplement (Best Plus Supplement), a structured oral interview, were administered to 72 of 119 limited English proficient 12th grade students in the Dade County (Florida) Public Schools, to determine their oral proficiency. The students were native speakers of Haitian-Creole, Spanish, and Vietnamese. Oral…

  7. Disclosure of Information about English Proficiency: Preservice Teachers' Presumptions about English Language Learners

    ERIC Educational Resources Information Center

    Cheatham, Gregory A.; Jimenez-Silva, Margarita; Wodrich, David L.; Kasai, Masahiro

    2014-01-01

    The purpose of this analog study was to determine if increased access to information about a hypothetical English Language Learner (ELL) students' language proficiency increased preservice teachers' recognition that limited English proficiency is the likely cause of student difficulties. We find that the provision of increasing levels of…

  8. Estimating the Impact of the Massachusetts English Immersion Law on Limited English Proficient Students' Reading Achievement

    ERIC Educational Resources Information Center

    Guo, Qian; Koretz, Daniel

    2013-01-01

    The large number of limited English proficient (LEP) children in U.S. schools and the uncertainty about the impact of bilingual education versus English immersion on their achievement warrant rigorous investigation of the effects of "English immersion laws." We estimated the impact of "Question 2", the Massachusetts English immersion law, and…

  9. Predictors and Outcomes of Early vs. Later English Language Proficiency Among English Language Learners

    PubMed Central

    Halle, Tamara; Hair, Elizabeth; Wandner, Laura; McNamara, Michelle; Chien, Nina

    2011-01-01

    The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children’s growth and development. PMID:22389551

  10. 25 CFR 39.134 - How does a school identify a Limited English Proficient student?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false How does a school identify a Limited English Proficient....134 How does a school identify a Limited English Proficient student? A student is identified as limited English proficient (LEP) by using a nationally recognized scientifically research-based test....

  11. 76 FR 66318 - Announcement of Funding Awards; Limited English Proficiency Initiative Program (LEPI), Fiscal...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-10-26

    ... URBAN DEVELOPMENT Announcement of Funding Awards; Limited English Proficiency Initiative Program (LEPI... funding under the Notice of Funding Availability (NOFA) for the Limited English Proficiency Initiative... origin, are limited in the English proficiency (LEP). Each agency is to examine the services they...

  12. 25 CFR 39.134 - How does a school identify a Limited English Proficient student?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false How does a school identify a Limited English Proficient....134 How does a school identify a Limited English Proficient student? A student is identified as limited English proficient (LEP) by using a nationally recognized scientifically research-based test....

  13. 25 CFR 39.134 - How does a school identify a Limited English Proficient student?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false How does a school identify a Limited English Proficient....134 How does a school identify a Limited English Proficient student? A student is identified as limited English proficient (LEP) by using a nationally recognized scientifically research-based test....

  14. 25 CFR 39.134 - How does a school identify a Limited English Proficient student?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true How does a school identify a Limited English Proficient....134 How does a school identify a Limited English Proficient student? A student is identified as limited English proficient (LEP) by using a nationally recognized scientifically research-based test....

  15. 25 CFR 39.134 - How does a school identify a Limited English Proficient student?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 false How does a school identify a Limited English Proficient....134 How does a school identify a Limited English Proficient student? A student is identified as limited English proficient (LEP) by using a nationally recognized scientifically research-based test....

  16. No Child Left Behind Act of 2001. Title III: Language Instruction for Limited English Proficient and Immigrant Students. 107th Congress, 1st Session.

    ERIC Educational Resources Information Center

    National Clearinghouse for Bilingual Education, Washington, DC.

    This report describes the No Child Left Behind Act of 2001, Title III: Language Instruction for Limited English Proficient and Immigrant Students. Part A describes the English Language Acquisition, Language Enhancement, and Academic Achievement Act. Its four subparts include the following: (1) grants and subgrants for English language acquisition…

  17. Korean Students' Language Learning Strategies and Years of Studying English as Predictors of Proficiency in English

    ERIC Educational Resources Information Center

    Magno, Carlo

    2010-01-01

    This study predicted the English proficiency of Korean students using the components of the Strategy Inventory for Language Learning (SILL) and number of months spent in the formal study of English. There were 302 Korean students, ages 14-18, who were requested to answer the Strategy Inventory for Language Learning (SILL) and an English ability…

  18. A Classroom Teacher's Handbook for Building English Proficiency.

    ERIC Educational Resources Information Center

    Dodge, Diane T.; And Others

    A handbook for teachers in small school districts who are faced with the need to include increasing numbers of students with limited English proficiency (LEP) in their regular classroom programs is presented. The handbook is designed to help teachers develop effective strategies to adapt curricula and instructional materials to meet this…

  19. Structural and Individual Covariates of English Language Proficiency

    ERIC Educational Resources Information Center

    Hwang, Sean-Shong; Xi, Juan

    2008-01-01

    This study evaluates the empirical merits of a multilevel model of English language proficiency among immigrants. The model represents a synthesis of Blau's theory of intergroup relations and the human capital model. Hypotheses derived from the model were tested using multilevel ordinal logistic analysis with individual and aggregate data from…

  20. Adult Education for Limited English Proficient Adults. Fact Sheet 3.

    ERIC Educational Resources Information Center

    Office of Vocational and Adult Education (ED), Washington, DC. Adult Learning and Literacy Clearinghouse.

    An overview of adult education programs and services for limited-English-proficient adults is offered. The population targeted by these programs and services is estimated at 4 to 6.5 million United States residents, refugees, and immigrants. Adults and out-of-school youth 16 years and older are eligible for federal adult…

  1. English Language Proficiency Study (ELPS), 1982 Microdata File. Technical Documentation.

    ERIC Educational Resources Information Center

    Bureau of the Census (DOC), Suitland, MD.

    This document consists of the printed technical documentation that accompanies the English Language Proficiency Study (ELPS) machine-readable data file when obtained from the Bureau of the Census. The ELPS was conducted by the United States Bureau of the Census for the Department of Education to provide materials with which the Department of…

  2. Educating Limited-English-Proficient Students in Washington State.

    ERIC Educational Resources Information Center

    Bylsma, Pete

    This study examined data from Washington school districts with approved state programs for limited English proficient (LEP) students during 1999-00. Data came from district annual reports; student information from districts with significant numbers of LEP students; and reviews of research on bilingual and LEP education. Overall, students' academic…

  3. Linguistic Proficiency and Strategies on Reading Performance in English

    ERIC Educational Resources Information Center

    Talebi, Seyed Hassan

    2015-01-01

    General English (L2) proficiency and reading strategies are believed to be highly effective in successful reading performance. However, available studies rarely investigated the combined effects of these two variables on successful reading. To fill this gap, 78 university students were divided into four groups of different degrees of these two…

  4. State Child Care Policies for Limited English Proficient Families

    ERIC Educational Resources Information Center

    Firgens, Emily; Matthews, Hannah

    2012-01-01

    The Child Care and Development Block Grant (CCDBG), the largest source of federal funding for child care assistance available to states, provides low-income families with help paying for child care. Studies have shown that low-income LEP (limited English proficient), as well as immigrant families, are less likely to receive child care assistance.…

  5. Preschool Children With Developmental Delays and Limited English Proficiency

    ERIC Educational Resources Information Center

    Rodriguez, Cathi Draper; Higgins, Kyle

    2005-01-01

    The number of children with Limited English Proficiency (LEP) in schools is increasing drastically. Included in this number are young children with LEP and developmental delays. This article provides information on second-language acquisition, details the type of programming used to educate children with LEP, and offers strategies to use when…

  6. Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)

    ERIC Educational Resources Information Center

    Wu, Chia-Pei; Lin, Huey-Ju

    2016-01-01

    This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test…

  7. Theory and practice: Science for undergraduates of limited English proficiency

    NASA Astrophysics Data System (ADS)

    Rosenthal, Judith W.

    1993-06-01

    Between 1980 and 1990, the total number of Asian, Hispanic, American Indian, and foreign undergraduates increased by more than 50% at public and private, four-year and two-year colleges. Many of these students may be of limited English proficiency, suggesting that the traditional science lecture/lab format may need modification to incorporate the theory of second language acquisition as it pertains to the practice of content instruction. Various methods exist to improve science instruction for limited English proficient undergraduates. These included the adjunct and tutorial models, sheltered or bridge science instruction, faculty development, and science instruction in the students' native language. Any plan for science education reform at the collegiate level or for increasing minority participation in science must address the needs of the growing population of undergraduates who speak English as a second language.

  8. A Review of the IDEA Oral Language Proficiency Test Forms C & D-English.

    ERIC Educational Resources Information Center

    Cook, Allison A.

    The IDEA Oral Language Proficiency Test (IPT-I), forms C and D, aims to determine the level of English oral language proficiency as it relates to accepted levels of NonEnglish speaking (NES), limited English speaking (LES), and fluent English speaking (FES) designations in order to place students in an appropriate classroom setting. The test was…

  9. Academic Achievement of Deaf and Hard-of-Hearing Students in an ASL/English Bilingual Program

    ERIC Educational Resources Information Center

    Hrastinski, Iva; Wilbur, Ronnie B.

    2016-01-01

    There has been a scarcity of studies exploring the influence of students' American Sign Language (ASL) proficiency on their academic achievement in ASL/English bilingual programs. The aim of this study was to determine the effects of ASL proficiency on reading comprehension skills and academic achievement of 85 deaf or hard-of-hearing signing…

  10. Inclusion of Students with Limited English Proficiency in NAEP: Classification and Measurement Issues

    ERIC Educational Resources Information Center

    Abedi, Jamal

    2004-01-01

    Research reports major concerns over classification and measurement for students with limited English proficiency (LEP). Poor operational definition of the English language proficiency construct and validity concerns on the existing language proficiency tests are among these issues. Decisions on including LEP students in large-scale assessments…

  11. Inclusion of Students with Limited English Proficiency in NAEP: Classification and Measurement Issues. CSE Report 629

    ERIC Educational Resources Information Center

    Abedi, Jamal

    2004-01-01

    Research reports major concerns over classification and measurement for students with limited English proficiency (LEP). A poor operational definition of the English language proficiency construct and validity concerns about existing language proficiency tests are among these issues. Decisions on including LEP students in large-scale assessments…

  12. An Institutional Approach to English Language Proficiency

    ERIC Educational Resources Information Center

    Murray, Neil; Hicks, Margaret

    2016-01-01

    As the university student body becomes ever more diverse, the place and nature of English language provision is coming under unprecedented scrutiny and is the object of greater regulation. Today, more than ever before, institutions of higher education are being called to account for the way in which they support this diverse population in respect…

  13. Do Decision Rules Matter? A Descriptive Study of English Language Proficiency Assessment Classifications for English-Language Learners and Native English Speakers in Fifth Grade

    ERIC Educational Resources Information Center

    Carroll, Patricia E.; Bailey, Alison L.

    2016-01-01

    English language proficiency assessments (ELPA) are used in the United States to measure annually the English language progress and proficiency of English-language learners (ELLs), a subgroup of language minority students who receive language acquisition support mandated and largely funded by Title III (NCLB, 2001). ELPA proficient and…

  14. Effects of Leaners' English Proficiency Level in Learning English Prepositions through the Schema-Based Instruction

    ERIC Educational Resources Information Center

    Fujii, Kazuma

    2016-01-01

    The purpose of this paper is to compare the efficiency of the core schema-based instruction (SBI) in learning English prepositions between two groups that were placed depending on learners' level of English proficiency. The SBI in the present study refers to a way of teaching in which the schematic core meaning of a given lexical item is provided.…

  15. Do Current English Language Development/Proficiency Standards Reflect the English Needed for Success in School?

    ERIC Educational Resources Information Center

    Bailey, Alison L.; Huang, Becky H.

    2011-01-01

    English language development or proficiency (ELD/P) standards promise to play an important role in the instruction and assessment of the language development of English language learner (ELL) pre-K-12 students, but to do so effectively they must convey the progression of student language learning in authentic school contexts for authentic academic…

  16. The Minimal English Test: A New Method to Measure English as a Second Language Proficiency

    ERIC Educational Resources Information Center

    Goto, Kenichi; Maki, Hideki; Kasai, Chise

    2010-01-01

    Maki, Wasada, and Hashimoto developed the Minimal English Test (MET), which is a five-minute English as a Second Language (ESL) test. The Maki Group has, since the development of the MET, investigated correlations between the scores on the MET and the scores on other ESL tests, the reliability of the MET, and what kind of ESL proficiency the MET…

  17. English Proficiency and Attitude Formation in a Merged Corporation with a Swedish-English Profile

    ERIC Educational Resources Information Center

    Mobarg, Mats

    2012-01-01

    This study investigates the relationship between proficiency in English and language-related attitudes among Swedish professionals at the English-speaking AstraZeneca R&D site in Molndal, Sweden. AstraZeneca is the result of a merger between a Swedish and a British pharmaceutical company, and the aim of the study is to see to what extent their…

  18. Relationship between Reported Out-of-Class English Use and Proficiency Gains in English

    ERIC Educational Resources Information Center

    Baker-Smemoe, Wendy; Cundick, Denisa K.; Evans, Norman; Henrichsen, Lynn; Dewey, Dan P.

    2012-01-01

    This study investigated the relationship between out-of-class L2 use and proficiency gains in learners of English as a second language (ESL) in an intensive English language program. In contrast to previous studies on this topic, which have found weak, non-existent or even inverse relationships between out-of-class language experience and L2…

  19. Predictive Validity of Curriculum-Based Measures for English Learners at Varying English Proficiency Levels

    ERIC Educational Resources Information Center

    Kim, Jennifer Sun; Vanderwood, Michael L.; Lee, Catherine Y.

    2016-01-01

    This study examined the predictive validity of curriculum-based measures in reading for Spanish-speaking English learners (ELs) at various levels of English proficiency. Third-grade Spanish-speaking EL students were screened during the fall using DIBELS Oral Reading Fluency (DORF) and Daze. Predictive validity was examined in relation to spring…

  20. Relationship between English Language Learners' Proficiency in Reading, Writing, Listening, and Speaking and Proficiency on Maryland School Assessments in Mathematics

    ERIC Educational Resources Information Center

    Johnson, C. Michael

    2013-01-01

    Mathematics proficiency of English language learners (ELLs) on the Maryland School Assessments (MSA) for mathematics continues to lag behind the proficiency level of students who are proficient English speakers. The purpose of this study was to determine if there is a statistically significant relationship between English language learner's…

  1. An Investigation of School Psychologists' Assessment Practices of Language Proficiency with Bilingual and Limited-English-Proficient Students.

    ERIC Educational Resources Information Center

    Ochoa, Salvador Hector; And Others

    1996-01-01

    A study of the language proficiency assessment practices of 859 school psychologists, when working with bilingual or limited English proficient students, found that 62 percent of school psychologists conducted their own assessments and most often used the Peabody Picture Vocabulary Test-Revised or the Test de Vocabulario en Imagenes Peabody.…

  2. English proficiency and peer interethnic relations as predictors of math achievement among Latino and Asian immigrant students.

    PubMed

    Barrett, Alice N; Barile, John P; Malm, Esther K; Weaver, Scott R

    2012-12-01

    Studies show math achievement to be the best predictor of entering post-secondary education. However, less is known about the predictors of math achievement, particularly among immigrant youth. This study examined English proficiency and peer interethnic relations as predictors of mathematics achievement among Latino and Asian high school students, postulating an interaction between the predictors and mediation by academic motivation. A multilevel moderated-mediation model was used to analyze data from a national sample of 2113 non-native English speaking Latino and Asian students attending high school in the U.S. We found that higher academic motivation mediated the relationship between English proficiency during their sophomore year and gains in senior math achievement scores for both Asian and Latino students. For Latino students however, this indirect path was only significant for students whose perceptions of positive peer interethnic relations at school were average or above average. PMID:22959129

  3. Error Pattern Analysis of Elementary School-Aged Students with Limited English Proficiency

    ERIC Educational Resources Information Center

    Yang, Chin Wen; Sherman, Helene; Murdick, Nikki

    2011-01-01

    The purpose of this research study was to investigate and classify particular categories of mathematical errors made by students with Limited English Proficiency. Participants included 15 general education teachers, two English as Second Language teachers, and 91 Limited English Proficiency students. General education teachers provided mathematics…

  4. The Relationship Between Motivation and English Proficiency among Iranian EFL Learners.

    ERIC Educational Resources Information Center

    Sadighi, F.; Maghsudi, N.

    2000-01-01

    Investigates the effects of two types of motivation--integrative and instrumental--on the English proficiency of English-as-a-foreign-language senior students at Islamic Azad University of Kerman. Results showed a significant difference between the means of the English proficiency scores of the integratively motivated students and the…

  5. Issues in Vertical Scaling of a K-12 English Language Proficiency Test

    ERIC Educational Resources Information Center

    Kenyon, Dorry M.; MacGregor, David; Li, Dongyang; Cook, H. Gary

    2011-01-01

    One of the mandates of the No Child Left Behind Act is that states show adequate yearly progress in their English language learners' (ELLs) acquisition of English language proficiency. States are required to assess ELLs' English language proficiency annually in four language domains (listening, reading, writing, and speaking) to measure their…

  6. Differences in Reading and Math Achievement among Students Who Are Hispanic, Limited English Proficient, or White: A Multi-Year Study

    ERIC Educational Resources Information Center

    Rojas-LeBouef, Ana M.

    2010-01-01

    Purpose. The purpose of this study was to examine differences in academic achievement among students who were Hispanic, Limited English Proficient (LEP), or White, using archival data from the Texas Education Agency's (TEA) Academic Excellence Indicator System (AEIS). Data examined were fifth grade reading and math passing rates from the 1993…

  7. Academic English Reading for International College Students: The Role of Metacognitive Reading Strategies

    ERIC Educational Resources Information Center

    Iwai, Yuko; Filce, Hollie; Ramp, Ellen

    2011-01-01

    In this study, the authors examined the impact of metacognitive reading strategies on international college students' academic success by correcting the Survey of Reading Strategies (SORS) instrument with (a) grade point averages (GPAs) and (b) the English language proficiency levels, categorized by beginning (students at the English Language…

  8. The Use and Misuse of Academic Words in Writing: Analyzing the Writing of Secondary English Learners and Redesignated Learners

    ERIC Educational Resources Information Center

    Cons, Andrea Marie

    2012-01-01

    This study investigated the specific ways secondary English learners (ELs) and redesignated fluent English-proficient learners (RFEPs) use academic vocabulary that assesses interpretive reading and analytical writing ability. The research examines how ELs and RFEPs, formerly ELs, differ in use and misuse of academic words. The study extends…

  9. Production of Routines in L2 English: Effect of Proficiency and Study-Abroad Experience

    ERIC Educational Resources Information Center

    Taguchi, Naoko

    2013-01-01

    This preliminary study examined the effect of proficiency and study abroad experience on L2 learners' ability to produce routines. Participants were 64 Japanese students in an English-medium university in Japan. They were divided into three groups: Group 1 had lower proficiency with no study abroad experience, Group 2 had higher proficiency but no…

  10. 76 FR 65742 - Notice of Submission of Proposed Information Collection to OMB; Limited English Proficiency...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-10-24

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT Notice of Submission of Proposed Information Collection to OMB; Limited English... transmission of data. Title of Proposal: Limited English Proficiency Initiative Program Reporting. OMB...

  11. Determinants of English Proficiency among Mexican Migrants to the United States.

    ERIC Educational Resources Information Center

    Espinosa, Kristin E.; Massey, Douglas S.

    1997-01-01

    Replicates prior research into the determinants of English language proficiency among immigrants using a dataset that controls for potential biases stemming from selective emigration, omitted variables, and the mismeasurement of key constructs. It finds that English proficiency rises with exposure to U.S. society and that a pattern exists in…

  12. Identification, Assessment and Programming System for Students of Limited English Proficiency: A Systems Manual.

    ERIC Educational Resources Information Center

    Hawaii State Dept. of Education, Honolulu. Office of Instructional Services.

    The Hawaii State Department of Education's compliance plan for serving the special needs of minority students of limited English proficiency includes current policies, procedures, and program implementation specifications. The procedures address: surveys of newly enrolled students, English and native language proficiency assessment, program…

  13. Language Learning Strategies and English Proficiency: Interpretations from Information-Processing Theory

    ERIC Educational Resources Information Center

    Rao, Zhenhui

    2016-01-01

    The research reported here investigated the relationship between students' use of language learning strategies and their English proficiency, and then interpreted the data from two models in information-processing theory. Results showed that the students' English proficiency significantly affected their use of learning strategies, with high-level…

  14. Development and Validation of the Spanish-English Language Proficiency Scale (SELPS)

    ERIC Educational Resources Information Center

    Smyk, Ekaterina; Restrepo, M. Adelaida; Gorin, Joanna S.; Gray, Shelley

    2013-01-01

    Purpose: This study examined the development and validation of a criterion-referenced Spanish-English Language Proficiency Scale (SELPS) that was designed to assess the oral language skills of sequential bilingual children ages 4-8. This article reports results for the English proficiency portion of the scale. Method: The SELPS assesses syntactic…

  15. Basic Education for Limited English Proficient Students: The "BELEPS" Program, 1982-1985. Final Evaluation.

    ERIC Educational Resources Information Center

    McConnell, Beverly B.

    Begun in 1980 with 358 students, the Yakima (Washington) Public Schools' Basic Education for Limited English Proficient Students (BELEPS) Program served 1,250 grade K-12 students (94% Hispanic) in 1985. Its four programs were based on the degree of the students' English proficiency, and taught (1) reading only in Spanish, (2) reading in Spanish…

  16. Non-Discriminatory Assessment: Formal and Informal Assessment of Limited English Proficient Children.

    ERIC Educational Resources Information Center

    Mares, Sharon

    PEOPLE (Pruebas de Expresion Oral y Percepcion de la Lengua Espanol) was developed as a test to help distinguish between a language difference and a language deficit in non English proficient (NEP) and limited English proficient (LEP) elementary Hispanic students. PEOPLE was developed, pilot tested in 14 school districts in Los Angeles County with…

  17. Washington English Language Proficiency Assessment (WELPA). Form C 2015. Interpretation Guide

    ERIC Educational Resources Information Center

    Washington Office of Superintendent of Public Instruction, 2015

    2015-01-01

    The "Washington English Language Proficiency Assessment" (WELPA) is a No Child Left Behind (NCLB)-compliant instrument that is used in Grades K-12 as a formal and standardized method of measuring language proficiency. The test results provide important information for classifying English Language Learners (ELLs) and subsequently for…

  18. The influence of language proficiency on lexical semantic processing in native and late learners of English.

    PubMed

    Newman, Aaron J; Tremblay, Antoine; Nichols, Emily S; Neville, Helen J; Ullman, Michael T

    2012-05-01

    We investigated the influence of English proficiency on ERPs elicited by lexical semantic violations in English sentences, in both native English speakers and native Spanish speakers who learned English in adulthood. All participants were administered a standardized test of English proficiency, and data were analyzed using linear mixed effects (LME) modeling. Relative to native learners, late learners showed reduced amplitude and delayed onset of the N400 component associated with reading semantic violations. As well, after the N400 late learners showed reduced anterior negative scalp potentials and increased posterior potentials. In both native and late learners, N400 amplitudes to semantically appropriate words were larger for people with lower English proficiency. N400 amplitudes to semantic violations, however, were not influenced by proficiency. Although both N400 onset latency and the late ERP effects differed between L1 and L2 learners, neither correlated with proficiency. Different approaches to dealing with the high degree of correlation between proficiency and native/late learner group status are discussed in the context of LME modeling. The results thus indicate that proficiency can modulate ERP effects in both L1 and L2 learners, and for some measures (in this case, N400 amplitude), L1-L2 differences may be entirely accounted for by proficiency. On the other hand, not all effects of L2 learning can be attributed to proficiency. Rather, the differences in N400 onset and the post-N400 violation effects appear to reflect fundamental differences in L1-L2 processing.

  19. Ten Years on: The Hong Kong Language Proficiency Assessment for Teachers of English (LPATE)

    ERIC Educational Resources Information Center

    Coniam, David; Falvey, Peter

    2013-01-01

    The "Language Proficiency Assessment for Teachers of English" (LPATE) is a test of standards of English language ability for Hong Kong primary and secondary school teachers of English. The impetus for the creation of the LPATE arose, in 1996, because of concerns in business and education communities over falling English language standards among…

  20. Achievement and Language Proficiency of Latino Students in Dual Language Programmes: Native English Speakers, Fluent English/Previous ELLs, and Current ELLs

    ERIC Educational Resources Information Center

    Lindholm-Leary, Kathryn; Hernandez, Ana

    2011-01-01

    This article examines the language proficiency and achievement outcomes of Latino students enrolled in a dual language programme who varied by language proficiency (Native English speakers, Current English Language Learners--ELLs, Fluent English Proficient/Previous ELLs). Most previous research has not disaggregated Latino students, especially…

  1. English Academic Style Manuals: A Survey

    ERIC Educational Resources Information Center

    Bennett, Karen

    2009-01-01

    This paper presents the results of a survey of English Academic Style Manuals conducted between 2004 and 2007, designed to establish whether English Academic Discourse is sufficiently well-defined as a concept to be useful for translation research. Although, with the current emphasis on genre and disciplinary differences, it is fashionable today…

  2. An Exploration of Academic Reading Proficiency at the University Level: A Cross-Sectional Study of 848 Undergraduates

    ERIC Educational Resources Information Center

    Gorzycki, Meg; Howard, Pamela; Allen, Diane; Desa, Geoffrey; Rosegard, Erik

    2016-01-01

    Academic reading proficiently is characterized by the ability to perform cognitive tasks associated with interpreting text. Researchers developed an externally validated Informal Academic Reading Proficiency Test to gauge undergraduates' academic reading proficiency. A cross-sectional study of 23 classes completed the reading test in 2014. This…

  3. English Proficiency and Language Preference: Testing the Equivalence of Two Measures

    PubMed Central

    Walsemann, Katrina M.; Takeuchi, David T.

    2010-01-01

    Objectives. We examined the association of language proficiency vs language preference with self-rated health among Asian American immigrants. We also examined whether modeling preference or proficiency as continuous or categorical variables changed our inferences. Methods. Data came from the 2002–2003 National Latino and Asian American Study (n = 1639). We focused on participants' proficiency in speaking, reading, and writing English and on their language preference when thinking or speaking with family or friends. We examined the relation between language measures and self-rated health with ordered and binary logistic regression. Results. All English proficiency measures were associated with self-rated health across all models. By contrast, associations between language preference and self-rated health varied by the model considered. Conclusions. Although many studies create composite scores aggregated across measures of English proficiency and language preference, this practice may not always be conceptually or empirically warranted. PMID:19696376

  4. Reading Strategies Employed by University Business English Majors with Different Levels of Reading Proficiency

    ERIC Educational Resources Information Center

    Chen, Jun; Intaraprasert, Channarong

    2014-01-01

    The purpose of this study was to investigate the use of reading strategies by the university Business English majors in relation to their levels of reading proficiency. The participants were 926 university Business English majors from 6 universities in southwest China. The Strategy Questionnaire for Business English Reading (SQBER) and the…

  5. Improving English Listening Proficiency: The Application of ARCS Learning-Motivational Model

    ERIC Educational Resources Information Center

    Zhang, Jianfeng

    2015-01-01

    Language learning motivation is one of vital factors which strongly correlates to the success in second language acquisition. Listening proficiency, as one of the basic language abilities, is paid much attention in English instruction, but presently the college English listening teaching is a weak link in English language teaching in China, which…

  6. A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency

    ERIC Educational Resources Information Center

    Chiang, Hui-Hua

    2016-01-01

    This article presents a preliminary investigation of the inter-relationships between English learners' tolerance for ambiguity, their classroom work styles, and their level of English proficiency. The study population comprised 46 English as a foreign language (EFL) students attending a technical college in Taiwan. The findings indicated that a…

  7. The Effects of English Language Proficiency on Adjustment to University Life

    ERIC Educational Resources Information Center

    Andrade, Maureen Snow

    2009-01-01

    Higher education institutions in the United States recognize the economic and educational benefits of international students. Although non-native English speakers (NNES) submit evidence of English language proficiency for admission purposes, many struggle with the demands of English. This study draws on qualitative and quantitative data to provide…

  8. A study of the effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge of Hispanic English language learners and native English language-speaking students participating in grade 10 science classes

    NASA Astrophysics Data System (ADS)

    Torres, Hector Neftali, Sr.

    2000-11-01

    lends support to Cummins' theoretical framework, which indicates that learning science content subject matter requires cognitive academic language proficiency (CALP). The study also indicates that CALP maybe the combination of high order English language proficiency and high levels of reasoning skills. (Abstract shortened by UMI.)

  9. Testing an Online English Course: Lessons Learned from an Analysis of Postcourse Proficiency Change Scores

    ERIC Educational Resources Information Center

    Jee, Rebecca Y.

    2015-01-01

    Voxy, an English-language-learning company, has developed a custom, in-house proficiency exam, the Voxy Proficiency Assessment (VPA), which is given to all learners at the beginning and end of their courses. Using Multinomial Logistic Regression (MLR), the impact of covariates, such as total learning activities completed and total number of…

  10. Public Education: Meeting the Needs of Students with Limited English Proficiency. Report to Congressional Requesters.

    ERIC Educational Resources Information Center

    Shaul, Marnie S.

    This report examines: how long children with limited English proficiency need to become proficient, what approaches are used to teach them, and what requirements the Office for Civil Rights (OCR) expects school districts to meet. Researchers reviewed available studies; talked to experts; reviewed Department of Education survey data; contacted 12…

  11. Does Language Proficiency Modulate Oculomotor Control? Evidence from Hindi-English Bilinguals

    ERIC Educational Resources Information Center

    Singh, Niharika; Mishra, Ramesh Kumar

    2012-01-01

    Though many previous studies have reported enhanced cognitive control in bilinguals, few have investigated if such control is modulated by language proficiency. Here, we examined the inhibitory control of high and low proficient Hindi-English bilinguals on an oculomotor Stroop task. Subjects were asked to make a saccade as fast as possible towards…

  12. Influence of L2 Proficiency on Speech Movement Variability: Production of Prosodic Contrasts by Bengali-English Speakers

    ERIC Educational Resources Information Center

    Chakraborty, Rahul

    2011-01-01

    This paper examines the influence of age of immersion and proficiency in a second language on speech movement consistency in both a first and a second language. Ten monolingual speakers of English and 20 Bengali-English bilinguals (10 with low L2 proficiency and 10 with high L2 proficiency) participated. Lip movement variability was assessed based…

  13. Assessing students' English language proficiency during clinical placement: A qualitative evaluation of a language framework.

    PubMed

    San Miguel, Caroline; Rogan, Fran

    2015-06-01

    The increase in nursing students for whom English is an additional language requires clinical facilitators to assess students' performance regarding clinical skills, nursing communication and English language. However, assessing language proficiency is a complex process that is often conflated with cultural norms and clinical skills, and facilitators may lack confidence in assessing English language. This paper discusses an evaluation of a set of guidelines developed in a large metropolitan Australian university to help clinical facilitators make decisions about students' English language proficiency. The study found that the guidelines were useful in helping facilitators assess English language. However, strategies to address identified language problems needed to be incorporated to enable the guidelines to also be used as a teaching tool. The study concludes that to be effective, such guidelines need embedding within a systematic approach that identifies and responds to students who may be underperforming due to a low level of English language proficiency.

  14. Assessing students' English language proficiency during clinical placement: A qualitative evaluation of a language framework.

    PubMed

    San Miguel, Caroline; Rogan, Fran

    2015-06-01

    The increase in nursing students for whom English is an additional language requires clinical facilitators to assess students' performance regarding clinical skills, nursing communication and English language. However, assessing language proficiency is a complex process that is often conflated with cultural norms and clinical skills, and facilitators may lack confidence in assessing English language. This paper discusses an evaluation of a set of guidelines developed in a large metropolitan Australian university to help clinical facilitators make decisions about students' English language proficiency. The study found that the guidelines were useful in helping facilitators assess English language. However, strategies to address identified language problems needed to be incorporated to enable the guidelines to also be used as a teaching tool. The study concludes that to be effective, such guidelines need embedding within a systematic approach that identifies and responds to students who may be underperforming due to a low level of English language proficiency. PMID:25784501

  15. Limited English proficiency and psychological distress among Latinos and Asian Americans

    PubMed Central

    Zhang, Wei; Hong, Seunghye; Takeuchi, David T.; Mossakowski, Krysia N.

    2012-01-01

    English proficiency is increasingly recognized as an important factor that is related to the mental health of immigrants and ethnic minorities. However, few studies have examined how the association between English proficiency and mental health operates and whether the pattern of association is similar or different among various ethnic minority groups. This paper investigates how limited English proficiency directly and indirectly affects psychological distress through pathways of discrimination for both Latinos and Asian Americans in the United States. Findings suggest that, for Asian Americans, limited English proficiency has an independent relationship with psychological distress over and above demographic variables, socioeconomic and immigration-related factors and discrimination. For Latinos, however, socio-demographic variables and discrimination show a stronger association than limited English proficiency in affecting psychological distress. Different forms of discrimination – everyday discrimination and racial/ethnic discrimination – are equally important for both ethnic groups. Findings underscore the differential role of limited English proficiency for the mental health of Asian Americans and Latinos and suggest the distinctive racial experiences and backgrounds of these two ethnic groups. PMID:22717362

  16. Identity processing styles and language proficiency among Persian learners of English as a foreign language.

    PubMed

    Razmjoo, Seyyed Ayatollah; Neissi, Sina

    2010-12-01

    The relationship between identity processing styles and language proficiency in English as foreign language (EFL) was investigated among the Persian EFL learners. 266 Persian candidates taking part in a Ph.D. examination at Shiraz University took part. The Language Proficiency Test was used to measure language proficiency in English. The Identity Styles Inventory was used to measure normative, informational, and diffuse-avoidant identity processing styles. Relationships between normative and informational styles and language proficiency and its subscales (grammar, vocabulary, and reading) were positive and significant. Negative relationships between diffuse-avoidant style and language proficiency and its subscales (grammar, vocabulary, and reading) were observed. There were significant sex differences for diffuse-avoidant style and for vocabulary.

  17. Misidentification of English Language Proficiency in Triage: Impact on Satisfaction and Door-to-Room Time.

    PubMed

    Balakrishnan, Vamsi; Roper, Jamie; Cossey, Kori; Roman, Crystal; Jeanmonod, Rebecca

    2016-04-01

    We examined triage nurses' assessment of patients' language proficiency compared to patients' self-reported proficiency and the impact of language discordance on door-to-room time and patient satisfaction. This was a prospective study of emergency department walk-in patients. Patients completed a survey in which they identified their language proficiency. On a Likert scale, patients ranked how well they felt they were understood and how satisfied they were with the triage process. Nurses completed surveys identifying the patient's primary language and how well they felt they understood the patient. Door-to-room times were obtained from medical records. 163 patients were enrolled. 66% of patients identified themselves as having good English proficiency, while 34% of patients had limited English proficiency. Nurses misclassified 27% of self-identified Spanish-speaking patients as being English proficient. Spanish-speakers felt less satisfied with triage than English-speakers (p < 0.01). There were no differences in door-to-room time. Triage nurses overestimate patient language skills. Spanish-speaking patients feel less satisfied with triage than English-speakers.

  18. Effects of M[superscript 3] Curriculum on Mathematics and English Proficiency Achievement of Mathematically Promising English Language Learners

    ERIC Educational Resources Information Center

    Cho, Seokhee; Yang, Jenny; Mandracchia, Marcella

    2015-01-01

    The purpose of this study was to examine the effects of Mentoring Mathematical Minds (M3) units on gains in mathematics achievement and English proficiency of mathematically promising English language learners (MPELLs) in the third grade. The M3 program, developed by Gavin et al., was implemented for 1 year with treatment MPELLs (n = 86) but not…

  19. English Language Proficiency and Progress: Students Receiving English for Speakers of Other Languages Services from 2012 to 2014

    ERIC Educational Resources Information Center

    Zhao, Huafang; Maina, Nyambura

    2015-01-01

    This is one of several studies conducted by the Office of Shared Accountability that evaluated students identified as eligible for English for Speakers of Other Languages (ESOL) services in Montgomery County (Maryland) Public Schools (MCPS). This study has two major purposes: (1) to examine English proficiency levels and progress in English…

  20. Language Proficiency and Academic Achievement. Multilingual Matters 10.

    ERIC Educational Resources Information Center

    Rivera, Charlene, Ed.

    Selected papers from a symposium that was a component of the National Institute of Education's Assessment of Language Proficiency of Bilingual Persons Project are presented. The project's objectives were to pursue basic research on the nature of language proficiency and its measurement and to provide teachers with current knowledge of language…

  1. The Binational Option: Meeting the Instructional Needs of Limited English Proficient Students

    ERIC Educational Resources Information Center

    Terrazas, Aaron; Fix, Michael

    2009-01-01

    With 1 in 10 children in US schools having limited English proficiency, school districts across the country face challenges in meeting the students' educational needs and finding enough qualified bilingual and English as a Second Language educators. This report identifies international teacher exchanges as an innovative, near-term strategy for…

  2. Clothing the Emperor: Addressing the Issue of English Language Proficiency in Australian Universities

    ERIC Educational Resources Information Center

    Dunworth, Katie

    2010-01-01

    The English language proficiency levels of students in Australian higher education who have English as an additional language (EAL) has become an increasingly prominent issue, particularly as it relates to international students. In 2009 this resulted in the publication of a set of good practice principles for the sector. This paper argues that…

  3. Instructional Practices That Promote Reading Proficiency for English Language Learners in Grades 3 and 5

    ERIC Educational Resources Information Center

    Smiley-Blanton, Regina

    2010-01-01

    The No Child Left Behind Act (NCLB) requires that all public school students, including English language learners, achieve proficiency in reading, math, and science by 2014 as measured on state assessments. English language learners enrolled in public schools for the first time receive a 1-year deferment from these state assessments in subjects…

  4. Workplace Literacy: Developing and Implementing an ESL Curriculum for Limited English Proficient Poultry Workers.

    ERIC Educational Resources Information Center

    Merlin, Shirley B.

    The report describes the development and implementation of an English-as-a-Second-Language (ESL) program for limited-English-proficient employees of the poultry industry. The program, undertaken at James Madison University (Virginia), was funded initially in 1991 by the federal government and has continued with funding from two poultry companies.…

  5. The Complex Relationship between Bilingual Home Language Input and Kindergarten Children's Spanish and English Oral Proficiencies

    ERIC Educational Resources Information Center

    Cha, Kijoo; Goldenberg, Claude

    2015-01-01

    This study examined how emergent bilingual children's English and Spanish proficiencies moderated the relationships between Spanish and English input at home (bilingual home language input [BHLI]) and children's oral language skills in each language. The sample comprised over 1,400 Spanish-dominant kindergartners in California and Texas. BHLI was…

  6. Taking Limited English Proficient Adults into Account in the Federal Adult Education Funding Formula

    ERIC Educational Resources Information Center

    Capps, Randy; Fix, Michael; McHugh, Margie; Lin, Serena Yi-Ying

    2009-01-01

    This new report by Migration Policy Institute's (MPI's) National Center on Immigrant Integration Policy examines the funding formula used to distribute Workforce Investment Act (WIA) Title II federal funds for adult education, literacy, and English as a Second Language instruction. Though all adults with limited English proficiency (LEP) are…

  7. Limited English Proficiency and Socioemotional Well-Being among Asian and Hispanic Children from Immigrant Families

    ERIC Educational Resources Information Center

    Kang, Hannah S.; Haddad, Eileen; Chen, Chuansheng; Greenberger, Ellen

    2014-01-01

    Research Findings: Previous research has suggested that children from immigrant families face multiple stressors associated with acculturation. One component of acculturation that has not been widely explored in relation to children's socioemotional development is limited English proficiency (LEP). Given that English is the main language used…

  8. Students' Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania

    ERIC Educational Resources Information Center

    Makewa, Lazarus Ndiku; Role, Elizabeth; Tuguta, Ellen

    2013-01-01

    This paper looked at students' perceived level of English proficiency among Dodoma secondary schools in Tanzania. Factors like attitude, anxiety, classroom activities, motivation, and learning resources were considered as influencing English learning. The study was guided by three theories: Input Hypothesis, Interlanguage and Vygotsky's theory of…

  9. Students' Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania

    ERIC Educational Resources Information Center

    Makewa, Lazarus Ndiku; Role, Elizabeth; Tuguta, Ellen

    2013-01-01

    This paper looked at students' perceived level of English proficiency among Dodoma secondary schools in Tanzania. Factors like attitude, anxiety, classroom activities, motivation, and learning resources were considered as influencing English learning. The study was guided by three theories: Input Hypothesis, Inter-language and Vygotsky's theory of…

  10. English Proficiency and Competency Background of Social Science and Humanities Students

    ERIC Educational Resources Information Center

    Pelayo, Jose Maria G., III; Kutschera, P. C.; Capili, Claire Ann P.

    2014-01-01

    The study focuses on the background of Social Science and Humanities students (specifically in the course General Psychology) on their English education and competence. This research aims to identify the common factors of these students in terms of their English Proficiency. The students will answer survey questions that will give us information…

  11. Proficiency as a Factor in English-Medium Instruction Online Tutoring

    ERIC Educational Resources Information Center

    Chen, Wen-Chun

    2014-01-01

    The current study explored the effects of English as a foreign language (EFL) learners' proficiency level on English-medium instruction (EMI) in an online tutoring project. Sixteen Taiwanese college students (tutees) collaborated with preservice teachers (tutors) in the United States in an EMI online tutorial project. The online tutor-tutee…

  12. Efficacy of Explicit English Instruction in Phonemic Awareness and the Alphabetic Principle for English Learners and English Proficient Kindergarten Children in Relationship to Oral Language Proficiency, Primary Language and Verbal Memory.

    ERIC Educational Resources Information Center

    Roberts, Theresa; Corbett, Caro

    A study examined the degree to which children with limited English proficiency can benefit from English instruction in phonemic awareness and phoneme-grapheme correspondence. Subjects were 27 kindergarten children in a suburban northern California school--16 spoke Hmong as their primary language and the rest were monolingual English speakers. The…

  13. Recommending a minimum English proficiency standard for entry-level nursing.

    PubMed

    O'Neill, Thomas R; Marks, Casey; Wendt, Anne

    2005-01-01

    The purpose of this research was to provide sufficient information to the National Council of State Boards of Nursing (NCSBN) to make a defensible recommended passing standard for English proficiency. This standard was based upon the Test of English as a Foreign Language (TOEFL). A large panel of nurses and nurse regulators (N = 25) was convened to determine how much English proficiency is required to be minimally competent as an entry-level nurse. Two standard setting procedures were combined to produce recommendations for each panelist. In conjunction with collateral information, these recommendations were reviewed by the NCSBN Examination Committee, which decided upon an NCSBN recommended standard, a TOEFL score of 220.

  14. The Use of Audio Prompting to Assist Mothers with Limited English Proficiency in Tutoring Their Pre-Kindergarten Children on English Vocabulary

    ERIC Educational Resources Information Center

    Cooke, Nancy L.; Mackiewicz, Sara Moore; Wood, Charles L.; Helf, Shawnna

    2009-01-01

    Parents with Limited English Proficiency (LEP) may find it difficult to become involved in their children's education due to their lack of English proficiency. The present study examined the effects of using audio prompting to assist mothers with LEP in teaching their preschool children English vocabulary. Mothers were trained to tutor their…

  15. Linguistically Directed Attention to the Temporal Aspect of Action Events in Monolingual English Speakers and Chinese-English Bilingual Speakers with Varying English Proficiency

    ERIC Educational Resources Information Center

    Chen, Jenn-Yeu; Su, Jui-Ju; Lee, Chao-Yang; O'Seaghdha, Padraig G.

    2012-01-01

    Chinese and English speakers seem to hold different conceptions of time which may be related to the different codings of time in the two languages. Employing a sentence-picture matching task, we have investigated this linguistic relativity in Chinese-English bilinguals varying in English proficiency and found that those with high proficiency…

  16. How Do ESL Students in Two Pittsburgh Neighborhoods Talk about the Situations They Face as Limited English Proficiency (LEP) Parents?

    ERIC Educational Resources Information Center

    Evans, Susan H.

    2001-01-01

    Immigrant/refugee adults studying English as a second language (n=19) described how their language proficiency affects their communication with health care providers and with their children's schools. Ways to address their needs in English instruction were derived. (SK)

  17. Developing Academic and Content Area Literacy: The Thai EFL Context

    ERIC Educational Resources Information Center

    Charubusp, Sasima; Chinwonno, Apasara

    2014-01-01

    This study investigated the effects of Academic Literacy-Based Intervention (ALI) on 30 undergraduate Thai university students' English reading proficiency. Based on the English reading proficiency test, these students were sub-classified into 2 groups, 15 in the high English reading proficiency group and 15 in the low English reading…

  18. Academic Achievement of Deaf and Hard-of-Hearing Students in an ASL/English Bilingual Program.

    PubMed

    Hrastinski, Iva; Wilbur, Ronnie B

    2016-04-01

    There has been a scarcity of studies exploring the influence of students' American Sign Language (ASL) proficiency on their academic achievement in ASL/English bilingual programs. The aim of this study was to determine the effects of ASL proficiency on reading comprehension skills and academic achievement of 85 deaf or hard-of-hearing signing students. Two subgroups, differing in ASL proficiency, were compared on the Northwest Evaluation Association Measures of Academic Progress and the reading comprehension subtest of the Stanford Achievement Test, 10th edition. Findings suggested that students highly proficient in ASL outperformed their less proficient peers in nationally standardized measures of reading comprehension, English language use, and mathematics. Moreover, a regression model consisting of 5 predictors including variables regarding education, hearing devices, and secondary disabilities as well as ASL proficiency and home language showed that ASL proficiency was the single variable significantly predicting results on all outcome measures. This study calls for a paradigm shift in thinking about deaf education by focusing on characteristics shared among successful deaf signing readers, specifically ASL fluency. PMID:26864688

  19. The Relationship between English Proficiency and Content Knowledge for English Language Learner Students in Grades 10 and 11 in Utah. Summary. Issues & Answers. REL 2011-No. 110

    ERIC Educational Resources Information Center

    Crane, Eric W.; Barrat, Vanessa X.; Huang, Min

    2011-01-01

    This document summarizes a study that examines the relationship between performance on Utah's English proficiency assessment and English language arts and mathematics content assessments by English language learner students and compares the performance of English language learner and non-English language learner students on the content…

  20. The Relationship between English Proficiency and Content Knowledge for English Language Learner Students in Grades 10 and 11 in Utah. Issues & Answers. REL 2011-No. 110

    ERIC Educational Resources Information Center

    Crane, Eric W.; Barrat, Vanessa X.; Huang, Min

    2011-01-01

    This study examines the relationship between performance on Utah's English proficiency assessment and English language arts and mathematics content assessments by English language learner students and compares the performance of English language learner and non-English language learner students on the content assessments. Two research questions…

  1. Building Academic Confidence in English Language Learners in Elementary School

    ERIC Educational Resources Information Center

    Vazquez, Alejandra

    2014-01-01

    Non-English speaking students lack the confidence and preparation to be verbally actively engaged in the classroom. Students may frequently display hesitation in learning to speak English, and may also lack a teacher's guidance in becoming proficient English speakers. The purpose of this research is to examine how teachers build academic…

  2. Analysis of English language learner performance on the biology Massachusetts comprehensive assessment system: The impact of english proficiency, first language characteristics, and late-entry ELL status

    NASA Astrophysics Data System (ADS)

    Mitchell, Mary A.

    This study analyzed English language learner (ELL) performance on the June 2012 Biology MCAS, namely on item attributes of domain, cognitive skill, and linguistic complexity. It examined the impact of English proficiency, Latinate first language, first language orthography, and late-entry ELL status. The results indicated that English proficiency was a strong predictor of performance and that ELLs at higher levels of English proficiency overwhelmingly passed. The results further indicated that English proficiency introduced a construct-irrelevant variance on the Biology MCAS and raised validity issues for using this assessment at lower levels of English proficiency. This study also found that ELLs with a Latinate first language consistently had statistically significant lower performance. Late-entry ELL status did not predict Biology MCAS performance.

  3. Medication information for patients with limited English proficiency: lessons from the European Union.

    PubMed

    Regenstein, Marsha; Andres, Ellie; Nelson, Dylan; David, Stephanie; Lopert, Ruth; Katz, Richard

    2012-01-01

    Misuse or misunderstanding of medication information is a common and costly problem in the U.S. The risks of misunderstanding medication information are compounded for the large and growing population of individuals with limited English proficiency that often lacks access to this information in their own language. This paper examines practices related to translation of medication information in the European Union that may serve as a model for future U.S. policy efforts to improve the quality and availability of medication information for individuals with limited English proficiency.

  4. Limited English Proficient Students: Progress of Kindergarten Cohorts. Research Watch. D&A Report No. 14.05

    ERIC Educational Resources Information Center

    Huebeler, Amy; Baenen, Nancy

    2015-01-01

    We examined the progress of kindergarteners who entered the Wake County Public School System (WCPSS) in 2008-09 and in 2010-11 who were identified as limited in English proficiency (LEP). For the 2008-09 cohort, English proficiency increased steadily over time. Few were able to exit LEP status in their first three years in WCPSS (10.5%); this…

  5. Improving Students' English Speaking Proficiency in Saudi Public Schools

    ERIC Educational Resources Information Center

    Alharbi, Heba Awadh

    2015-01-01

    In English as a foreign language (EFL) contexts, the absence of authentic language learning situations outside the classroom presents a significant challenge to improving students' English communication skills. Specific obstacles in the learning environment can also result in students' limited use of English inside the classroom. These issues…

  6. Influence of Second Language Proficiency and Syntactic Structure Similarities on the Sensitivity and Processing of English Passive Sentence in Late Chinese-English Bilinguists: An ERP Study

    ERIC Educational Resources Information Center

    Chang, Xin; Wang, Pei

    2016-01-01

    To investigate the influence of L2 proficiency and syntactic similarity on English passive sentence processing, the present ERP study asked 40 late Chinese-English bilinguals (27 females and 13 males, mean age = 23.88) with high or intermediate L2 proficiency to read the sentences carefully and to indicate for each sentence whether or not it was…

  7. Assessment of Young English Language Learners in Arizona: Questioning the Validity of the State Measure of English Proficiency

    ERIC Educational Resources Information Center

    Garcia, Eugene E.; Lawton, Kerry; Diniz de Figueiredo, Eduardo H.

    2010-01-01

    This study analyzes the Arizona policy of utilizing a single assessment of English proficiency to determine if students should be exited from the ELL program, which is ostensibly designed to make it possible for them to succeed in the mainstream classroom without any further language support. The study examines the predictive validity of this…

  8. Vietnamese Immigrant and Refugee Women's Mental Health: An Examination of Age of Arrival, Length of Stay, Income, and English Language Proficiency

    ERIC Educational Resources Information Center

    Brown, Chris; Schale, Codi L.; Nilsson, Johanna E.

    2010-01-01

    Vietnamese immigrant and refugee women (N = 83) were surveyed regarding their mental health, English language proficiency, age of arrival, length of stay, and income. English language proficiency and age of arrival correlated with reduced symptomatology. Moreover, English language proficiency was the sole predictor of somatic distress. (Contains 1…

  9. Bilingual and English as a Second Language (ESL) Services for Limited English Proficient (LEP)/English Language Learners (ELLs) Who Are Students with Disabilities

    ERIC Educational Resources Information Center

    Cort, Rebecca H.; Stevens, Jean C.

    2011-01-01

    The purpose of this memorandum is to clarify State policy regarding English as a Second Language (ESL) services for LEP/ELL students who are also identified as having disabilities. Part 154 of the Regulations of the Commissioner of Education establishes the State's requirements for services for students with limited English proficiency. The…

  10. Perspective: The case for research justice: inclusion of patients with limited English proficiency in clinical research.

    PubMed

    Glickman, Seth W; Ndubuizu, Adanma; Weinfurt, Kevin P; Hamilton, Carol D; Glickman, Lawrence T; Schulman, Kevin A; Cairns, Charles B

    2011-03-01

    Persons with limited English proficiency (LEP) constitute a growing portion of the U.S. population, yet they are underrepresented in clinical research. This inherently limits the societal benefits of the research and its generalizability to ethnic populations living in the United States. To illustrate the complexity associated with including LEP participants in clinical research, the authors critically evaluated LEP consent requirements posted on the Web sites of 134 academic health centers in March 2008. They found wide variability with regard to consent policies and striking interinstitutional differences in posted IRB policies and attitudes toward consent of LEP patients in research. The authors argue this variation highlights competing concerns between autonomy and justice. Outcomes-based justice requires inclusion of LEP patients in the research, yet the consent process is often resource-intensive and complex. The authors suggest that more uniform and specific guidance from federal agencies for enrollment of LEP patients in clinical research be established and that this guidance explicitly recalibrate the current balance between autonomy and justice. Investigators and institutional review boards should also develop streamlined best practices to reduce unnecessary effort and expense associated with recruitment of LEP individuals. LEP individuals should have fair access to clinical research in order to fully realize individual and societal benefits of their participation and to ensure the generalizability of scientific discovery.

  11. Annual Report of Delaware's Limited English Proficient (LEP) Students, Staff and Programs, 1999-2000.

    ERIC Educational Resources Information Center

    Beyer, Francine Simmons

    This report presents information on limited English proficient (LEP) students, staff, and programs in Delaware schools during the 1999-2000 school year. It focuses on data collected from a spring 2000 survey distributed to the district LEP contact person in each of Delaware's school districts and charter schools. Results indicated an increase of…

  12. English Proficiency and Admission and Graduation of Post-Secondary Students at a Puerto Rican University

    ERIC Educational Resources Information Center

    Alea, Jamie

    2009-01-01

    This dissertation has examined English proficiency as a mediating social factor within the occupational structure of Puerto Rico. It included an analysis of the educational records of 641 students majoring in industrial engineering, nursing, education and finance of the University of Puerto Rico, Mayaguez from 1998-2000. The investigation…

  13. Federal Civil Rights Policy and Mental Health Treatment Access for Persons with Limited English Proficiency

    ERIC Educational Resources Information Center

    Snowden, Lonnie R.; Masland, Mary; Guerrero, Rachel

    2007-01-01

    As noted in the supplement to the U.S. Surgeon General's report on mental health (U.S. Department of Health and Human Services, 2001), overcoming language access barriers associated with limited English proficiency (LEP) should help to eliminate racial and ethnic disparities in mental health care access and quality. Federal policy requires…

  14. Career/Vocational Awareness for the Limited English Proficient. Final Report, 1982-83.

    ERIC Educational Resources Information Center

    Ocean Township Board of Education, Oakhurst, NJ.

    This project, conducted in Ocean Township, New Jersey, was developed to promote career awareness for limited-English proficient (LEP) students. The project was designed to make LEP students in grades K-12 aware of the myriad of career possibilities that exist in the United States and of the possibility for persons of both sexes and various racial…

  15. Teaching Science to Students with Limited English Proficiency through Nested Spiral Approach.

    ERIC Educational Resources Information Center

    Chyu, Chi-oy W.

    The Nested Spiral Approach (NSA) is a teaching technique designed for students of limited English proficiency that integrates four aspects of motivated learning: contents, language, culture, and real life experiences. The approach consists of: (1) effective use of student strengths; (2) three teaching cycles for each lesson; and (3) five steps in…

  16. Teaching Mathematics Problem Solving to Students with Limited English Proficiency through Nested Spiral Approach.

    ERIC Educational Resources Information Center

    Chyu, Chi-Oy W.

    The Nested Spiral Approach (NSA) is an integrated instructional approach used to promote the motivated learning of mathematics problem solving in limited-English-proficient (LEP) students. The NSA is described and a trial use is discussed. The approach extends, elaborates, and supplements existing education and instruction theories to help LEP…

  17. Strategy-Based English Language Instruction: The Impact on the Language Proficiency of Young Gifted Learners

    ERIC Educational Resources Information Center

    Yildirim, Rana; Akcayoglu, Duygu Ispinar

    2015-01-01

    This study reports on an investigation into the impact of strategy-based English language instruction (SBELI) on the language proficiency of gifted learners. The participants were students who were identified as gifted and thus received additional out-of-school training for a few days a week in Adana Science and Arts Centre. Their ages ranged from…

  18. Promoting Access to Vocational Education for Limited English Proficient Students. Final Report.

    ERIC Educational Resources Information Center

    Alvarez, Irma J.

    The Office Information Systems-International Program at Southwestern College, in California, was designed to provide Hispanic students with training for entry-level office employment. In 1993, a project was undertaken to develop and pilot intervention strategies to assist limited-English proficient students in the program's intensive general…

  19. A Study of Mainstreamed Limited English Proficient Handicapped Students in Bilingual Education.

    ERIC Educational Resources Information Center

    Nuttall, Ena Vazquez; And Others

    The study examined mainstreaming efforts for limited English proficient (LEP) handicapped students in a sample of 21 Local Education Agencies (LEAs). Directors and teachers from both the bilingual education and special education departments were interviewed, programs were visited and documents examined. The focus was on three main areas:…

  20. Survey of Current Practices in the Psychological Assessment of Limited-English-Proficiency Handicapped Children.

    ERIC Educational Resources Information Center

    Nuttall, Ena Vazquez

    1987-01-01

    Discusses current psychological and educational assessment practices used with elementary school limited-English proficiency (LEP) children, as revealed by a nationwide study of local education agencies (LEAs) (n=21) that had LEP handicapped children mainstreamed in bilingual education classrooms. Testing approaches most frequently used with LEP…

  1. Supporting the Language Development of Limited English Proficient Students through Arts Integration in the Primary Grades

    ERIC Educational Resources Information Center

    Brouillette, Liane

    2012-01-01

    This article looks at how arts integration can boost the language development of limited English proficient students in kindergarten through second grade. I first review existing research on how young children learn and describe the special challenges faced by children who must learn in an unfamiliar language. I then identify arts-based mechanisms…

  2. Descriptive Study of Services to Limited English Proficient Students, Volume 1. Summary of Findings and Conclusions.

    ERIC Educational Resources Information Center

    Fleischman, Howard L.; Hopstock, Paul J.

    This report summarizes a study of: the type, content, duration, and intensity of instructional services provided to limited-English-proficient (LEP) students in the United States; administrative procedures associated with these services (including procedures for identifying students for entry into and exit from these special services); the…

  3. Geodes Like Sky Blue Popsicles: Developing Authorship Literacy in Limited English Proficient Students.

    ERIC Educational Resources Information Center

    Boehlke, Lisa; Rummel, Mary Kay

    1990-01-01

    An approach is described for developing the language of limited English proficient (LEP) students using process writing with content drawn from across the curriculum. This is proposed in the context of recent research in second language reading that has focused on developing metacognitive awareness and use of reading strategies, and that less…

  4. The role of race and english proficiency on the health of older immigrants.

    PubMed

    Nguyen, Duy; Reardon, Leigh J

    2013-01-01

    This study applies the Commission on Social Determinants of Health model to identify the effect of ethnicity/race and English proficiency on the health of older immigrants. California Health Interview Survey data of foreign-born respondents aged 65 and over were used to examine the four outcomes of health-related quality of life (HRQOL). The study included 1,196 immigrant Latinos, Asians, and non-Hispanic Whites. The results show that ethnicity/race-based differences in HRQOL exist. Furthermore, the results indicate that English proficiency has a significant moderating relationship on racial/ethnic background. The likelihood of reporting more Limited Combined Days increased with lower levels of English proficiency for both Latino and Asian-American old adults as compared to non-Hispanic Whites. In addition to focusing on racial disparities, health promotion efforts with older immigrants need to examine language-based stratification. Social work and gerontological advocates need to develop and employ evidence-based interventions that reach limited-English-proficient older immigrants to address the health, psychosocial, and access to health care challenges they face.

  5. Parental Interactions with Latino Infants: Variation by Country of Origin and English Proficiency

    ERIC Educational Resources Information Center

    Cabrera, Natasha J.; Shannon, Jacqueline D.; West, Jerry; Brooks-Gunn, Jeanne

    2006-01-01

    This study examined variation in mother-infant interactions, father engagement, and infant cognition as a function of country of origin, socioeconomic status, and English language proficiency in a national sample of Latino infants (age 9 months) born in the United States and living with both biological parents (N=1,099). Differences between…

  6. Best Practices: Engaging Limited English Proficient Students and Families. A Teaching Tolerance Guide

    ERIC Educational Resources Information Center

    Southern Poverty Law Center (NJ1), 2013

    2013-01-01

    Fueled by two decades of historic immigration, American demographics are changing. Many school districts are often ill prepared to meet the needs of limited English proficient (LEP) students and families. This Teaching Tolerance booklet points administrators to best practices in the effort to create a supportive learning environment for all…

  7. On the Factor Structure of the Grammar Section of University of Tehran English Proficiency Test (UTEPT)

    ERIC Educational Resources Information Center

    Salehi, Mohammad; Rezaee, Abbas Ali

    2009-01-01

    The study was conducted with 3,385 participants who took an English language proficiency test as a partial requirement for entering a PhD program in different fields of education. This test has three sections which are grammar, vocabulary and reading comprehension. To determine the construct validity of the test, a series of analyses were done.…

  8. The Effects of Video SCMC on English Proficiency, Speaking Performance and Willingness to Communicate

    ERIC Educational Resources Information Center

    Iino, Atsushi; Yabuta, Yukiko

    2015-01-01

    This paper introduces a case course with videoconferencing as a way of Synchronous Computer Mediated Communication (SCMC) for foreign language education in Japan. Research questions were to see the effects of videoconferencing on the learners' speaking ability and general English language proficiency, and also to see how the learners'…

  9. Field Practicum Experiences of Bilingual Social Work Students Working with Limited English Proficiency Clients

    ERIC Educational Resources Information Center

    Engstrom, David W.; Min, Jong Won; Gamble, Lara

    2009-01-01

    This study examined the field internship experiences of bilingual graduate social work students who worked with limited English proficiency (LEP) clients. Data were collected via a Web-based survey from 55 bilingual social work students. Respondents reported that LEP clients required more time and work and generally had more complicated cases than…

  10. Writing Progression of Students with Limited English Proficiency on Texas State Exams

    ERIC Educational Resources Information Center

    Heckman, Jill S.

    2009-01-01

    One of the purposes of this study was to examine whether or not the present and past standardized tests in the state of Texas had any positive impact on the writing abilities of the limited English proficient (LEP) Mexican-American students. Another objective of the study was to determine if one test was more effective than another. In this case,…

  11. Indiana Teachers' Perspectives on Testing Accommodations for Limited English Proficient Students Taking the Graduation Qualifying Exam

    ERIC Educational Resources Information Center

    Hetler, Angela Dawn

    2010-01-01

    This qualitative case study examines teachers' perspectives on testing accommodations for Limited English Proficient (LEP) students taking Indiana's Graduation Qualifying Exam (GQE). The Indiana Department of Education (IDOE) states that the purpose of testing accommodations is to "level the playing field" between LEP students and their non-LEP…

  12. Accommodations for Students With Limited English Proficiency in the National Assessment of Educational Progress

    ERIC Educational Resources Information Center

    Abedi, Jamal; Hejri, Fereshteh

    2004-01-01

    This study examines the effect and validity of accommodations for limited English proficiency (LEP) students in the National Assessment of Educational Progress (NAEP) and the impact of language factors on the assessment and accommodation of these students. Results indicate that accommodations used in NAEP did not reduce the performance gap between…

  13. Relating Input Factors and Dual Language Proficiency in French-English Bilingual Children

    ERIC Educational Resources Information Center

    Cohen, Cathy

    2016-01-01

    The input factors that may cause variation in bilingual proficiency were investigated in 38 French-English bilinguals aged six to eight, of middle-to-high socio-economic status, attending an international state school in France. Data on children's current and cumulative language exposure and family background were collected through questionnaires…

  14. A Statistical Method of Evaluating the Pronunciation Proficiency/Intelligibility of English Presentations by Japanese Speakers

    ERIC Educational Resources Information Center

    Kibishi, Hiroshi; Hirabayashi, Kuniaki; Nakagawa, Seiichi

    2015-01-01

    In this paper, we propose a statistical evaluation method of pronunciation proficiency and intelligibility for presentations made in English by native Japanese speakers. We statistically analyzed the actual utterances of speakers to find combinations of acoustic and linguistic features with high correlation between the scores estimated by the…

  15. Connecting the Dots: Limited English Proficiency, Second Language Learning Theories, and Information Literacy Instruction.

    ERIC Educational Resources Information Center

    Conteh-Morgan, Miriam

    2002-01-01

    Discussion of barriers to effective learning when librarians teach students with limited English proficiency focuses on second language acquisition theories and teaching practices derived from them which can significantly impact outcomes of information literacy instruction. Includes a checklist for course preparation and instruction. (Author/LRW)

  16. English Language Proficiency and Employability Framework for Australian Higher Education Institutions

    ERIC Educational Resources Information Center

    Arkoudis, Sophie; Baik, Chi; Bexley, Emmaline; Doughney, Lachlan

    2014-01-01

    This report presents the "English Language Proficiency" (ELP) and Employability Framework", which has been designed to inform and support higher education institutions' (HEIs) policies and practices on ELP and graduate employability. The "Framework" was developed through a review of the national and international…

  17. Attitudes toward Seeking Professional Counseling Services among Chinese International Students: Acculturation, Ethnic Identity, and English Proficiency

    ERIC Educational Resources Information Center

    Li, Jiaqi; Marbley, Aretha Faye; Bradley, Loretta J.; Lan, William

    2016-01-01

    The authors examined the help-seeking attitudes of 109 Chinese international students studying in the United States. Results revealed that significant relationships exist among acculturation, ethnic identity, English proficiency, and attitudes toward seeking professional counseling services. Limitations and recommendations for future research are…

  18. Implementing ICAO Language Proficiency Requirements in the Versant Aviation English Test

    ERIC Educational Resources Information Center

    Van Moere, Alistair; Suzuki, Masanori; Downey, Ryan; Cheng, Jian

    2009-01-01

    This paper discusses the development of an assessment to satisfy the International Civil Aviation Organization (ICAO) Language Proficiency Requirements. The Versant Aviation English Test utilizes speech recognition technology and a computerized testing platform, such that test administration and scoring are fully automated. Developed in…

  19. Sentence Processing in High Proficient Kannada--English Bilinguals: A Reaction Time Study

    ERIC Educational Resources Information Center

    Ravi, Sunil Kumar; Chengappa, Shyamala K.

    2015-01-01

    The present study aimed at exploring the semantic and syntactic processing differences between native and second languages in 20 early high proficient Kannada--English bilingual adults through accuracy and reaction time (RT) measurements. Subjects participated in a semantic judgement task (using 50 semantically correct and 50 semantically…

  20. Woodworking Safety. A Guide for Teachers of Limited English Proficient Students.

    ERIC Educational Resources Information Center

    Umatilla Education Service District, OR.

    This packet of materials was developed (1) to address the liability concerns of woodworking instructors by providing safety instruction materials and tests for limited English proficient (LEP) or Spanish-speaking students, and (2) to provide some ideas, strategies, and resources for working effectively with LEP students in the vocational…

  1. Oral English Language Proficiency and Reading Mastery: The Role of Home Language and School Supports

    ERIC Educational Resources Information Center

    Palacios, Natalia; Kibler, Amanda

    2016-01-01

    The analysis of 21,409 participants of the Early Childhood Longitudinal Study-Kindergarten cohort focused on home and school factors sought to understand the level of reading mastery that children experienced throughout elementary school and Grade 8 by relating home language use, timing of oral English language proficiency, and the provision of…

  2. Content Presentation Modes in Mobile Language Listening Tasks: English Proficiency as a Moderator

    ERIC Educational Resources Information Center

    Chen, I-Jung; Chang, Chi-Cheng

    2011-01-01

    This study investigated whether the modality effect of content presentation modes on students' cognitive load and listening comprehension depends on the moderating effect of the learners' language proficiencies in a mobile learning context. One hundred and sixty-two students majoring in English in a technology university used personal digital…

  3. An Investigation of the Perceptions of Students' Proficiency in Reading and Writing as Indicated by Twelfth Grade English Teachers and College English Composition Instructors

    ERIC Educational Resources Information Center

    Charbonnet, Lara King

    2013-01-01

    The purpose of this study was to examine the differences in perceptions regarding students' proficiency in reading and writing skills between 12th grade English teachers and college English Composition instructors. A purposive, nonrandom sample of 12th grade English teachers and college English Composition instructors from West Tennessee were…

  4. Measure for Measure: How Proficiency-Based Accountability Systems Affect Inequality in Academic Achievement

    ERIC Educational Resources Information Center

    Jennings, Jennifer; Sohn, Heeju

    2014-01-01

    How do proficiency-based accountability systems affect inequality in academic achievement? This article reconciles mixed findings in the literature by demonstrating that three factors jointly determine accountability's impact. First, by analyzing student-level data from a large urban school district, we find that when educators face…

  5. Inquiry Science: The Gateway to English Language Proficiency

    ERIC Educational Resources Information Center

    Zwiep, Susan Gomez; Straits, William J.

    2013-01-01

    This paper presents findings from a 4-year project that developed and implemented a blended inquiry science and English Language Development (ELD) program in a large urban California school district. The sample included over 2,000 students in Kindergarten through 5th grade. Participating students' English and science achievement was compared…

  6. Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association with Reading Comprehension

    ERIC Educational Resources Information Center

    Uccelli, Paola; Galloway, Emily Phillips; Barr, Christopher D.; Meneses, Alejandra; Dobbs, Christina L.

    2015-01-01

    Despite a long-standing awareness of academic language as a pedagogically relevant research area, the construct of academic-language proficiency, understood as a more comprehensive set of skills than just academic vocabulary, has remained vaguely specified. In this study, we explore a more inclusive operationalization of an academic-language…

  7. Academic Language Knowledge and Comprehension of Science Text for English Language Learners and Fluent English-Speaking Students

    NASA Astrophysics Data System (ADS)

    Chang, Sandy Ming-San

    As an initial step toward understanding which features of academic language make science-based expository text difficult for students with different English language proficiency (ELP) designations, this study investigated fifth-grade students' thoughts on text difficulty, their knowledge of the features of academic language, and the relationship between academic language and reading comprehension. Forty-five fifth-grade students participated in the study; 18 students were classified as English language learners (ELLs) and 27 students were fluent-English speakers. Participants read two science passages, answered comprehension questions, and engaged in a retrospective interview which probed their knowledge on the academic language features of vocabulary, grammar, and discourse. Qualitative analysis was used to code students' thoughts about the challenges to reading comprehension and to identify the challenges that were related to academic language. Quantitative analyses were conducted to examine whether students' knowledge of academic language features and reading comprehension differed by students' ELP designations, as well as to investigate the relationship between students' knowledge of academic language features and reading comprehension. Results for the qualitative analysis revealed that students found difficult vocabulary, reading abilities, and prior knowledge as the greatest challenges to comprehending the science passages. Results from the quantitative analyses indicated that ELL students' knowledge of academic vocabulary, grammar, discourse knowledge, and reading comprehension (as measured by multiple-choice questions) were significantly lower than the fluent-English speaking students. The results also indicated that vocabulary, not grammar or discourse features, was significantly related to students' comprehension scores. The results have implications for understanding the features of academic language that influence students' comprehension of expository

  8. Principes de la conception de tests destines a l'evaluation prealable d'etudiants etrangers venant etudier en Grande-Bretagne (Criteria for the Development of English Proficiency Tests for Foreign Students Enrolling in British Universities).

    ERIC Educational Resources Information Center

    Seaton, Ian

    1981-01-01

    Describes the criteria behind the development of the English Language Testing Service system, a new language proficiency evaluation instrument developed by the British Council. This system is based on an analysis of foreign students' communication needs in the context of their professional training and academic life. Societe Nouvelle Didier…

  9. The relationship between English language learning strategies and proficiency of pre-university students: A study case of UMS

    NASA Astrophysics Data System (ADS)

    Kiram, Johannah Jamalul; Sulaiman, Jumat; Swanto, Suyansah; Din, Wardatul Akmam

    2014-07-01

    This paper seeks to investigate the relationship between language learning strategies and proficiency in English. Fifty-six pre-university students (22 males, 34 females) of University Malaysia Sabah participated in this study. Oxford's Strategy Inventory for Language Learning (SILL) self-report questionnaire was adopted to identify the students' language learning strategies, whereas their proficiencies were judged based on their Malaysian University English Test (MUET) Results. Pearson's correlation coefficient, Spearman's rank correlation coefficient and the t-test were utilized to make statistical interpretation about the relationship. The knowledge obtained from this study will be helpful for future studies on how to improve the quality of learning and proficiency in English.

  10. A Study on the Relationship between University Students' Chinese Writing Proficiency and Their English Writing Proficiency

    ERIC Educational Resources Information Center

    Huang, Xiaoyu; Liang, Xueying; Dracopoulos, Effie

    2011-01-01

    Up to now, most researchers have been paying attention to the negative transfer of mother tongue to second language writing. Few studies, if any, have touched upon the positive transfer. Therefore, the purpose of this study is to investigate the positive transfer of Chinese to 26 first-year university students' English writing holistically and…

  11. A University Program Provides Services to Young Adults of Severe Handicaps and Autism Who Are of Limited English Proficiency.

    ERIC Educational Resources Information Center

    Duran, Elva

    Approximately 15 autistic and severely handicapped limited English or non-English proficient adults, 22 to 35 years old, attend 8 hours of classes a day at the University of Texas at El Paso. The students learn independent living skills, vocational, leisure, and social skills with instruction in both Spanish and English. Parent interviews assist…

  12. Program Evaluation of the English Language Proficiency Program for Foreign Students a Case Study: University of the East, Manila Campus

    ERIC Educational Resources Information Center

    Salimi, Esmaeel Ali; Farsi, Mitra

    2016-01-01

    This study on evaluating an English program of studies for foreign students seeking admission to the UE Graduate School attempts to examine the prevailing conditions of foreign students in the UE Graduate School with respect to their competence and competitiveness in English proficiency. It looks into the existing English programs of studies in…

  13. Relationships of General Vocabulary, Science Vocabulary, and Student Questioning with Science Comprehension in Students with Varying Levels of English Proficiency

    ERIC Educational Resources Information Center

    Taboada, Ana

    2012-01-01

    This study investigated the influence of general vocabulary knowledge, science vocabulary knowledge, and text based questioning on the science reading comprehension of three types of students who varied in their English language proficiency. Specifically, grade 5 English-Only speakers, English Language Learners in the United States, and students…

  14. What Does Research Say about Effective Practices for English Learners? Introduction and Part I: Oral Language Proficiency

    ERIC Educational Resources Information Center

    Coleman, Rhoda; Goldenberg, Claude

    2009-01-01

    English Language Learners (ELLs)--students whose second language is English and who are not fully proficient in English--constitute the fastest growing portion of the K-12 student population. Because many of these students tend to do poorly in school, teachers are encouraged to regularly use research-based practices to improve these students'…

  15. Inquiry Science: The Gateway to English Language Proficiency

    NASA Astrophysics Data System (ADS)

    Zwiep, Susan Gomez; Straits, William J.

    2013-12-01

    This paper presents findings from a 4-year project that developed and implemented a blended inquiry science and English Language Development (ELD) program in a large urban California school district. The sample included over 2,000 students in Kindergarten through 5th grade. Participating students' English and science achievement was compared to a similar group of students who were using the district's established English language development curriculum. Student performance on statemandated English and science assessments were analyzed using Mann-Whitney U tests for overall performance and by number of years of treatment. Modest but statistically significant improvement was found for students who participated in the blended program. Results from this study suggest that restricting instructional minutes for science to provide additional time for ELD and English language arts may be unnecessary. Rather, allowing consistent time for science instruction that incorporates ELD instruction along with inquiry science experiences may provide the authentic and purposeful context students need to develop new language without restricting access to science content.

  16. Recommending a minimum English proficiency standard for entry-level nursing.

    PubMed

    O'Neill, Thomas R; Tannenbaum, Richard J; Tiffen, Jennifer

    2005-01-01

    When nurses who are educated internationally immigrate to the United States, they are expected to have English language proficiency in order to function as a competent nurse. The purpose of this research was to provide sufficient information to the National Council of State Boards of Nursing (NCSBN) to make a defensible recommended passing standard for English proficiency. This standard was based upon the Test of English as a Foreign Language (TOEFL). A large panel of nurses and nurse regulators (N = 25) was convened to determine how much English proficiency is required to be minimally competent as an entry-level nurse. Two standard setting procedures, the Simulated Minimally Competent Candidate (SMCC) procedure and the Examinee Paper Selection Method, were combined to produce recommendations for each panelist. In conjunction with collateral information, these recommendations were reviewed by the NCSBN Examination Committee, which decided upon an NCSBN recommended standard, a TOEFL score of 220. Because the adoption of this standard rests entirely with the individual state, NCSBN has little more to do with implementing the standard, other than answering questions and providing documentation about the standard.

  17. The Effects of Language Environment and Oral Language Ability on Phonological Production Proficiency in Bilingual Spanish-English Speaking Children

    ERIC Educational Resources Information Center

    Scarpino, Shelley E.

    2011-01-01

    Purpose: This study was conducted to determine if phonological production proficiency in bilingual Spanish-English preschoolers could be predicted by their language environment, language ability, and phonological production proficiency in their other language. Method: Participants were 199 Latino children and their families. Children ranged in age…

  18. How Is No Child Left Behind Affecting Proficient and Advanced Students on the California STAR Test in English Language Arts

    ERIC Educational Resources Information Center

    Levine, Susan

    2012-01-01

    The purpose of this study was to ascertain whether students who enter high school in ninth grade and score proficient or advanced on their CST in English Language Arts remain proficient or advanced 2 years later in 11th grade. The effects of NCLB will be considered as a contributing factor to the difference in student scores. This study was…

  19. A Descriptive Analysis of Enrollment and Achievement among Limited English Proficient Students in Maryland. Issues & Answers. REL 2012-No. 128

    ERIC Educational Resources Information Center

    O'Conner, Rosemarie; Abedi, Jamal; Tung, Stephanie

    2012-01-01

    This study describes limited English proficient (LEP) student enrollment and achievement trends in Maryland. Two research questions guide this study: (1) How did the enrollment of LEP students in Maryland public schools change between 2002/03 and 2008/09?; and (2) How did performance (the percentage scoring at the proficient or advanced level) on…

  20. A Classroom Research Project: The Psychological Effects of Standardized Testing on Young English Language Learners at Different Language Proficiency Levels.

    ERIC Educational Resources Information Center

    Rotenberg, Anna Markopoulos

    This study investigates whether the growing use of standardized testing methods may impact learners differently across language proficiency levels. Survey and language proficiency data from 22 second grade native (African American) and non-native (Hispanic and Vietnamese) English speakers were analyzed to examine whether worry, or test anxiety,…

  1. Design, Data Collection and Analysis of a Field Test of Instruments and Procedures To Measure English Language Proficiency.

    ERIC Educational Resources Information Center

    Hartwell, Tyler; And Others

    A project to field test instruments and procedures for measuring English language proficiency, to be used in a large-scale national household survey, is reported. The major purposes of the field test were to measure the validity of census-type questions for determining language proficiency, using several different bilingual ethnic groups, and to…

  2. Effectiveness of Four Instructional Programs Designed to Serve English Language Learners: Variation by Ethnicity and Initial English Proficiency

    ERIC Educational Resources Information Center

    Valentino, Rachel A.; Reardon, Sean F.

    2015-01-01

    This paper investigates the differences in academic achievement trajectories from elementary through middle school among English Learner students in four different instructional programs: English Immersion, Transitional Bilingual, Developmental Bilingual, and Dual Immersion programs. Comparing students with the same parental preferences but who…

  3. English Proficiency and Behavioral Change in Spanish-Speaking Children.

    ERIC Educational Resources Information Center

    Cordova, Joe E.

    The purpose of this study was to improve the English competence of Spanish-speaking students, to increase their success in school, and to help them develop stronger self-concepts. Control and experimental groups of students were selected from kindergarten, second, and fourth grades of elementary schools with a predominantly Chicano population.…

  4. An Urgent Challenge: Enhancing Academic Speaking Opportunities for English Learners

    ERIC Educational Resources Information Center

    Wilson, Jane; Fang, Chloe; Rollins, Jenice; Valadez, Destinee

    2016-01-01

    This project sought to gain a closer look at the contrast of oral language opportunities experienced by English learners and native speakers of English in order to draw implications for practicing teachers. Specifically, the authors explored how often and when English learners and native speakers of English engage in academic speaking in K-8…

  5. Time to Reclassification: How Long Does It Take English Learner Students in Washington Road Map Districts to Develop English Proficiency? REL 2015-092

    ERIC Educational Resources Information Center

    Greenberg Motamedi, Jason

    2015-01-01

    This Regional Educational Laboratory Northwest descriptive study examines how long it took English learner students to gain English proficiency and reclassify as former English learner students at elementary schools in seven Seattle-area school districts. Analyzing test scores of 17,733 students, the study found that the average time to…

  6. Reading Proficiency and Comparability of Mathematics and Science Scores for Students from English and Non-English Backgrounds: An International Perspective

    ERIC Educational Resources Information Center

    Ercikan, Kadriye; Chen, Michelle Y.; Lyons-Thomas, Juliette; Goodrich, Shawna; Sandilands, Debra; Roth, Wolff-Michael; Simon, Marielle

    2015-01-01

    The purpose of this research is to examine the comparability of mathematics and science scores for students from English language backgrounds (ELB) and non-English language backgrounds (NELB). We examine the relationship between English reading proficiency and performance on mathematics and science assessments in Australia, Canada, the United…

  7. Measure for Measure: How Proficiency-Based Accountability Systems Affect Inequality in Academic Achievement

    PubMed Central

    Jennings, Jennifer; Sohn, Heeju

    2016-01-01

    How do proficiency-based accountability systems affect inequality in academic achievement? This paper reconciles mixed findings in the literature by demonstrating that three factors jointly determine accountability's impact. First, by analyzing student-level data from a large urban school district, we find that when educators face accountability pressure, they focus attention on students closest to proficiency. We refer to this practice as educational triage, and show that the difficulty of the proficiency standard affects whether lower or higher performing students gain most on high-stakes tests used to evaluate schools. Less difficult proficiency standards decrease inequality in high-stakes achievement, while more difficult ones increase it. Second, we show that educators emphasize test-specific skills with students near proficiency, a practice that we refer to as instructional triage. As a result, the effects of accountability pressure differ across high and low-stakes tests; we find no effects on inequality in low-stakes reading and math tests of similar skills. Finally, we provide suggestive evidence that instructional triage is most pronounced in the lowest performing schools. We conclude by discussing how these findings shape our understanding of accountability's impacts on educational inequality. PMID:27122642

  8. Perceptions of Secondary Science Educators of Limited English Proficient (LEP) Learners in Their Classrooms

    ERIC Educational Resources Information Center

    Hollenbeck, James; Hristova-Hollenbeck, Darina Z.

    2008-01-01

    Most information on the teaching of ESL/LEP [English as a Second Language/Limited English Language] students is directed towards elementary students and academic areas other than science. Secondary science teachers need research and information on teaching ESL/LEP students. Secondary science educators in the Louisville Metropolitan area were…

  9. The Development of Academic Language Proficiency: Challenges for Middle School Immersion in Hong Kong and Xi'an

    ERIC Educational Resources Information Center

    Kong, Stella; Hoare, Philip

    2012-01-01

    This paper investigates the development of academic language proficiency through immersion in middle school programmes in Hong Kong and Xi'an. The study reveals that in both contexts students have exposure to complex academic language through teacher talk and textbooks; however, there is not sufficient support for students' academic language use…

  10. The influence of limited English proficiency on outcome in patients treated with radiotherapy for head and neck cancer✩

    PubMed Central

    Qureshi, Muhammad M.; Romesser, Paul B.; Jalisi, Scharukh; Zaner, Ken S.; Cooley, Timothy P.; Grillone, Gregory; Kachnic, Lisa A.; Truong, Minh Tam

    2016-01-01

    Objective To evaluate how limited English proficiency affects treatment outcome in head and neck cancer (HNC) patients treated with curative intent radiation therapy (RT). Methods From 2004 to 2010, 131 patients with HNC underwent RT. Patient's self-reported primary language and race/ethnicity were obtained at hospital registration. English proficiency was categorized as being English proficient (EP) or limited English proficient (LEP). Race/ethnicity was categorized as white, black and other (Hispanics and Asians). Patients were evaluated for locoregional (LRC), distant control (DC), overall (OS) and disease-free (DFS) survival. Results Fewer LEP patients (60.0%) underwent chemoradiation compared to EP (83.8%), P = 0.028. The three-year actuarial LRC for EP and LEP patients was 82.2% and 58.3%, respectively, P = 0.038. LEP patients had an increased risk of locoregional failure on univariate Cox regression analysis (hazard ratio, HR 2.4, 95% CI, 1.0–5.8). No differences by English proficiency were seen for DC, OS and DFS. Race/ethnicity was not associated LRC, DC, OS and DFS. Conclusion Inferior locoregional control was observed in LEP patients receiving RT for HNC. Potential health disparities as a result of limited English proficiency require further investigation. Practice implications Patient education, use of culturally sensitive interpreter and patient navigation services, and improved patient compliance should be considered in head and neck cancer patients receiving complex multidisciplinary care. PMID:25190640

  11. Assessing Language Proficiency Levels.

    ERIC Educational Resources Information Center

    Hoffman-Marr, Annette

    A study compared two methods for assessing English proficiency of limited-English-proficient school-age children, for purposes of placement in bilingual and monolingual education programs. The two instruments used were the Idea Oral Language Proficiency Test (forms C and D) (IPT), which assesses oral English proficiency, and the Woodcock-Munoz…

  12. Driver Education. Supplemental Lessons and Activities for Use with Limited English Proficient (LEP) Students Enrolled in ESL or Special Education Classes.

    ERIC Educational Resources Information Center

    Fairfax County Schools, VA.

    A curriculum for use with limited English proficient students in English-as-a-second-language or special education classes who are enrolled in the driver education course is described. The 14 lessons require a basic proficiency in understanding, speaking, reading, and writing English. The lessons cover such topics as vocabulary and idioms related…

  13. Limited English Proficient Students: Progress of 2008-09 High School Cohort. Data Trends. D&A Report No. 13.14

    ERIC Educational Resources Information Center

    Baenen, Nancy

    2013-01-01

    Students with Limited English Proficiency (LEP) entering U.S. schools in grade 9 face a tight timeline to simultaneously learn English and graduate from high school in four or five years. This study focuses on student outcomes and progress indicators for the cohort of ninth graders new to WCPSS in 2008-09 who had limited English proficiency. Based…

  14. Help for the Reading Teacher: Dealing with Limited English Proficient (LEP) Children in Classroom and Reading Center.

    ERIC Educational Resources Information Center

    Feeley, Joan T.

    When working with limited English proficient (LEP) children who have been mainstreamed into regular elementary school classrooms, teachers must keep in mind that the first order of business is to help the students build a store of knowledge about English--how it sounds, what it looks like in print, and what it means. Teachers will discover that it…

  15. The Validity and Reliability of Rhythm Measurements in Automatically Scoring the English Rhythm Proficiency of Chinese EFL Learners

    ERIC Educational Resources Information Center

    Chen, Jin; Lin, Jianghao; Li, Xinguang

    2015-01-01

    This article aims to find out the validity of rhythm measurements to capture the rhythmic features of Chinese English. Besides, the reliability of the valid rhythm measurements applied in automatically scoring the English rhythm proficiency of Chinese EFL learners is also explored. Thus, two experiments were carried out. First, thirty students of…

  16. Prospects: The Congressionally Mandated Study of Educational Growth and Opportunity. Final Report on Limited English Proficient Students.

    ERIC Educational Resources Information Center

    Buron, Lawrence; Beecroft, Erik; Bell, Stephen; Price, Cristofer; Gemmen, Eric

    As a reflection of the importance attached to successfully educating children whose native language is not English, the U.S. Department of Education's longitudinal study of Chapter 1 assistance, "Prospects," includes a component devoted to the analysis of limited-English-proficient (LEP) students. Chapter 1, renamed Title 1 in 1994, is the primary…

  17. An Exploration of the Relationship between Vietnamese Students' Knowledge of L1 Grammar and Their English Grammar Proficiency

    ERIC Educational Resources Information Center

    Tran, Tammie M.

    2010-01-01

    The problem. This research study explores an important issue in the field of TESOL (Teaching English to Speakers of Other Languages) and second language acquisition (SLA). Its purpose is to examine the relationship between Vietnamese students' L1 grammar knowledge and their English grammar proficiency. Furthermore, it investigates the extent to…

  18. ESL Resource Center. An Annotated Bibliography of Selected Resources for Vocational Preparation for Limited English Proficient Students.

    ERIC Educational Resources Information Center

    Binder, Andrea, Comp.; And Others

    This annotated bibliography contains publication data and information on the content and availability of 58 resource materials that are recommended for use in vocational preparation programs for individuals with limited English proficiency. Descriptions of the resource materials are organized into sections on the following topics: English as a…

  19. English Proficiency Tests and Communication Skills Training for Overseas-Qualified Health Professionals in Australia and New Zealand

    ERIC Educational Resources Information Center

    Wette, Rosemary

    2011-01-01

    This commentary reviews recent literature on a number of problematic issues arising from the use of English proficiency tests by registration bodies as the sole assessment of the professional communication skills of overseas qualified health professionals from non-English-speaking backgrounds. It discusses differences between the assessment…

  20. Integrating Students of Limited English Proficiency into Standards-Based Reform in the Abbott Districts. Abbott Implementation Resource Guide

    ERIC Educational Resources Information Center

    Lucas, Tamara; Villegas, Ana Maria

    2004-01-01

    In 1999-2000, over one-third of all students in the 30 Abbott districts spoke a native language other than English, and more than one-tenth were considered limited English proficient (LEP). The proportions of LEP students varied considerably across the districts, but they comprised between 5% and 29% of total enrollments in 18 of the districts.…

  1. Acquiring Academic English in One Year: An Unlikely Proposition for English Language Learners

    ERIC Educational Resources Information Center

    Guerrero, Michael D.

    2004-01-01

    This article examines the primary assumption underlying the recent passage of propositions aimed at meeting the need of English language learners (ELLs). The assumption is that English language learners normally need only one year of intensive structured English immersion to learn English well enough to be academically successful in an all-English…

  2. A Developmental English Proficiency Test (ADEPT): A Study in the Effectiveness of the ADEPT Assessment on Teacher Candidate Instructional Planning for English Language Learners

    ERIC Educational Resources Information Center

    Myers, Nancy; Tucker, Janice

    2011-01-01

    English Language Learners (ELLs) are a dynamic and rapidly growing population within the California school system. In this age of greater accountability, teachers need access to the tools necessary for effectively reaching this growing subpopulation of students. In this study, A Developmental English Proficiency Test (ADEPT), a language assessment…

  3. Is Single or Dual Channel with Different English Proficiencies Better for English Listening Comprehension, Cognitive Load and Attitude in Ubiquitous Learning Environment?

    ERIC Educational Resources Information Center

    Chang, Chi-Cheng; Tseng, Kuo-Hung; Tseng, Ju-Shih

    2011-01-01

    The purpose of the present study was to examine the effects of English proficiency (low vs. high) and material presentation mode (single channel vs. dual channel) on English listening comprehension, cognitive load and learning attitude in a ubiquitous learning environment. An experimental learning activity was implemented using PDA as a learning…

  4. National Evaluation of Title III Implementation Supplemental Report: Exploring Approaches to Setting English Language Proficiency Performance Criteria and Monitoring English Learner Progress. Draft

    ERIC Educational Resources Information Center

    Cook, Gary; Linquanti, Robert; Chinen, Marjorie; Jung, Hyekyung

    2012-01-01

    The Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind Act of 2001 inaugurated important changes in assessment and accountability for English Learner (EL) students. Specifically, Title III of the law required states to develop or adopt English-language proficiency (ELP) standards aligned with language demands of…

  5. National Evaluation of Title III Implementation Supplemental Report: Exploring Approaches to Setting English Language Proficiency Performance Criteria and Monitoring English Learner Progress

    ERIC Educational Resources Information Center

    Cook, Gary; Linquanti, Robert; Chinen, Marjorie; Jung, Hyekyung

    2012-01-01

    The "Elementary and Secondary Education Act" ("ESEA"), as amended by the "No Child Left Behind Act of 2001" inaugurated important changes in assessment and accountability for English Learner (EL) students. Specifically, Title III of the law required states to develop or adopt English-language proficiency (ELP)…

  6. English Learner Reclassification to Fluent English Proficient: Meeting Criteria, Roadblocks, Opportunities, and Consequences, District 1 Years 1 and 2 Findings. Practitioner Research Brief 1

    ERIC Educational Resources Information Center

    Estrada, Peggy

    2014-01-01

    For English learners reclassifying to fluent English proficient signifies reaching a milestone indicating the ability to function in mainstream classes without support. Employing a longitudinal, multimethod approach, I describe patterns of reclassification using administrative data for 7 cohorts of students over 2 years in a large urban district.…

  7. Initial Perceptions of English as a Second Language Educators on Including Students with Limited English Proficiency in Minnesota's High Standards. State Assessment Series, Minnesota Report 33.

    ERIC Educational Resources Information Center

    Swierzbin, Bonnie; Liu, Kristin; Thurlow, Martha

    This report presents findings from an investigation of the perceptions, beliefs, and expectations of English-as-a-Second- Language (ESL) educators as they work toward including students with limited English proficiency (LEP) in Minnesota's High Standards. More and more states are implementing standards-based educational systems in which all…

  8. Challenges of Academic Listening in English: Reports by Chinese Students

    ERIC Educational Resources Information Center

    Huang, Jinyan

    2005-01-01

    Academic listening plays an important role in an ESL university student's academic success. Research in EAP has begun to show that ESL students have difficulty in English academic listening at American universities. Chinese students, who are from a different educational system and cultural environment, experience particular challenges in English…

  9. Influence of Second Language Proficiency and Syntactic Structure Similarities on the Sensitivity and Processing of English Passive Sentence in Late Chinese-English Bilinguists: An ERP Study.

    PubMed

    Chang, Xin; Wang, Pei

    2016-02-01

    To investigate the influence of L2 proficiency and syntactic similarity on English passive sentence processing, the present ERP study asked 40 late Chinese-English bilinguals (27 females and 13 males, mean age = 23.88) with high or intermediate L2 proficiency to read the sentences carefully and to indicate for each sentence whether or not it was correct. Sentences were classified into literal translation sentences with the similar structure between the two languages and free translation sentences with the different structure. Behavioral data showed: shorter reaction times and higher accuracy rates occurred in the high-proficient group than those in the intermediate-proficient group; shorter reaction times and higher accuracy rates were observed in literal translation sentences than those in free translation sentences. ERP results showed literal translation sentences elicited an enhanced P200 and P600 while free translation sentences elicited a larger N400. The high-proficient group showed a larger P600 in syntactic violations and double violations while the intermediate-proficient group evoked an enhanced N400 in semantic violations and double violations. Literal translation sentences caused a larger P200 while free translation sentences elicited more negative-going N400. Behavioral and ERP data revealed the influence of L2 proficiency and syntactic similarity on L2 sentence processing, and L2 proficiency played a predominate role.

  10. On the Viable Linkages between Extroversion/Introversion and Academic Iranian EFL Learners' Writing Proficiency

    ERIC Educational Resources Information Center

    Alavinia, Parviz; Hassanlou, Adel

    2014-01-01

    The current study was aimed at investigating the relationship between academic Iranian EFL learners' extroversion/introversion and their writing performance. The participants of the study were some 52 BA learners majoring in English language literature in Urmia and Tabriz state universities. The chosen sample comprised of both males and females…

  11. Academics' Beliefs about Language Use and Proficiency in Spanish Multilingual Higher Education

    ERIC Educational Resources Information Center

    Fortanet-Gomez, Inmaculada

    2012-01-01

    Today, more and more universities in Spain are starting to design language policies, usually including Spanish and English. At the same time, Spain has a special socio-political context since part of its territory is already bilingual. This paper examines the opinions and attitudes of academics at a bilingual Valencian-Spanish university which is…

  12. Modeling the language learning strategies and English language proficiency of pre-university students in UMS: A case study

    NASA Astrophysics Data System (ADS)

    Kiram, J. J.; Sulaiman, J.; Swanto, S.; Din, W. A.

    2015-10-01

    This study aims to construct a mathematical model of the relationship between a student's Language Learning Strategy usage and English Language proficiency. Fifty-six pre-university students of University Malaysia Sabah participated in this study. A self-report questionnaire called the Strategy Inventory for Language Learning was administered to them to measure their language learning strategy preferences before they sat for the Malaysian University English Test (MUET), the results of which were utilised to measure their English language proficiency. We attempted the model assessment specific to Multiple Linear Regression Analysis subject to variable selection using Stepwise regression. We conducted various assessments to the model obtained, including the Global F-test, Root Mean Square Error and R-squared. The model obtained suggests that not all language learning strategies should be included in the model in an attempt to predict Language Proficiency.

  13. 76 FR 3120 - Native American and Alaska Native Children in School Program; Office of English Language...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-01-19

    ... Native American and Alaska Native Children in School Program; Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students; Overview... Secretary and Director, Office of English Language Acquisition, Language Enhancement, and...

  14. Approaches to Learning and Hispanic Children's Math Scores: The Moderating Role of English Proficiency

    ERIC Educational Resources Information Center

    Bumgarner, Erin; Martin, Anne; Brooks-Gunn, Jeanne

    2013-01-01

    Accumulating evidence suggests that children's approaches to learning (ATL) at kindergarten entry predict their academic achievement years later. However, the gains associated with ATL may be diminished for Hispanic immigrant children, many of whom are English language learners (ELLs). We tested whether ATL predicted math scores in a sample of…

  15. The Relationship between English Language Learners' Language Proficiency and Standardized Test Scores

    ERIC Educational Resources Information Center

    Thakkar, Darshan

    2013-01-01

    It is generally theorized that English Language Learner (ELL) students do not succeed on state standardized tests because ELL students lack the cognitive academic language skills necessary to function on the large scale content assessments. The purpose of this dissertation was to test that theory. Through the use of quantitative methodology, ELL…

  16. Confounds in Assessing the Associations between Biliteracy and English Language Proficiency

    ERIC Educational Resources Information Center

    Proctor, C. Patrick; Silverman, Rebecca D.

    2011-01-01

    It has long been theorized, if not exhaustively researched, that bilingualism and biliteracy are beneficial in promoting linguistic and academic gains; but the operationalization of these constructs is confounding. In the current study, the authors worked with 118 Spanish-English bilingual Latina/o students and investigated whether Spanish-English…

  17. Barriers and facilitators to preventive cancer screening in Limited English Proficient (LEP) patients: Physicians’ perspectives

    PubMed Central

    Bruce, Kelly H.; Schwei, Rebecca J.; Park, Linda S.; Jacobs, Elizabeth A.

    2016-01-01

    Background Limited English proficient (LEP) patients receive fewer recommended preventive screenings than English-speaking patients. Studies have explored patients’ perceptions of the factors that contribute to this disparity, but little research has focused on physicians’ perceptions. Objective To describe physicians’ perceptions of the barriers and facilitators to preventive cancer screening in LEP patients. Design Qualitative interview study using a semi-structured interview guide. Participants Eight primary care physicians from Wisconsin. Approach Each interview was systematically coded to illuminate important themes. Key Results A variety of barriers specifically hinder LEP patients’ receipt of cancer screening, including poor language proficiency, lack of transportation, unfamiliarity with the concept of prevention, complex scheduling systems, poor interpretation, and limited physician time to discuss preventive care. While physicians identified many factors that facilitate preventive screening in general, they mentioned few that are perceived as specific to LEP patients. Conclusion We found that primary care physicians attribute the low rates of preventive cancer screening among LEP populations to a variety of patient, provider, interpreter, and system factors, most of which go beyond simple language barriers. Interventions designed to reduce these barriers and enhance the impact of identified facilitators should be multifactorial and designed to engage primary care physicians. PMID:27499725

  18. The Moderating Role of English Proficiency in the Association Between Immigrant Chinese Mothers' Authoritative Parenting and Children's Outcomes.

    PubMed

    Yu, Wei; Cheah, Charissa S L; Sun, Shuyan

    2015-01-01

    The authors' objective was to investigate the association between Chinese immigrant mothers' authoritative parenting and their children's socioemotional and behavioral difficulties. Participants were 136 first-generation Chinese immigrant mothers with 3-5-year-old children residing in the United States. Authoritative parenting was associated with lower socioemotional and behavioral difficulties in children as reported by preschool teachers. Further moderation analyses revealed that immigrant mothers' English proficiency moderated the association between authoritative parenting and children's difficulties. Specifically, authoritative parenting was significantly associated with fewer total difficulties only for children with mothers who reported higher English proficiency. PMID:26266477

  19. The Moderating Role of English Proficiency in the Association Between Immigrant Chinese Mothers' Authoritative Parenting and Children's Outcomes.

    PubMed

    Yu, Wei; Cheah, Charissa S L; Sun, Shuyan

    2015-01-01

    The authors' objective was to investigate the association between Chinese immigrant mothers' authoritative parenting and their children's socioemotional and behavioral difficulties. Participants were 136 first-generation Chinese immigrant mothers with 3-5-year-old children residing in the United States. Authoritative parenting was associated with lower socioemotional and behavioral difficulties in children as reported by preschool teachers. Further moderation analyses revealed that immigrant mothers' English proficiency moderated the association between authoritative parenting and children's difficulties. Specifically, authoritative parenting was significantly associated with fewer total difficulties only for children with mothers who reported higher English proficiency.

  20. Postoperative Pain Management in Children, Parental English Proficiency, and Access to Interpretation

    PubMed Central

    Jimenez, Nathalia; Jackson, Douglass L.; Zhou, Chuan; Ayala, Nelly C.; Ebel, Beth E.

    2014-01-01

    BACKGROUND AND OBJECTIVE Patients with limited English proficiency (LEP) are at risk for undertreated pain. The goal of this study was to examine the association between parental language proficiency, interpreted care, and postsurgical pediatric pain management. METHODS This was a retrospective matched cohort study among children <18 years of age. Children of LEP and English-proficient (EP) parents were matched according to age group, surgical procedure, and admission date. Mean number of daily pain assessments and mean daily pain scores were compared between language groups. We also compared the association between pain scores and type of medication given (opioid versus nonopioid). Within the LEP group, similar analyses compared pain assessment and treatment of children whose families received ≥2 professional interpretations per day versus those who received lower rates of interpretation. RESULTS A total of 474 children (237 LEP and 237 EP) were included in the study. Children of LEP parents had fewer pain assessments (mean: 7 [95% confidence interval: 2–13] vs 9 [95% confidence interval: 4–15]; P = .012), and higher levels of pain recorded before receiving opioid analgesics, compared with children of EP parents (P = .003). Within the LEP group, children with ≥2 interpretations per day had lower pain scores after medication administration (P < .05) and were more likely to receive opioids at pain levels similar to those of EP families. CONCLUSIONS Children of LEP parents received fewer pain assessments and were less likely to receive opioid analgesics for similar levels of pain compared with children of EP parents. More frequent use of professional interpreters when assessing pain may aid in reducing the gap in pain management between LEP and EP pediatric patients. PMID:24435597

  1. Empirical Studies on Correlations between Lexical Knowledge and English Proficiency of Chinese EFL Learners in Mainland China over the Past Two Decades

    ERIC Educational Resources Information Center

    Zhou, Yao; Dai, Zhongxin

    2016-01-01

    Knowledge of English vocabulary contributes to the learner's proficiency of English as a foreign language, but how the learner's lexical knowledge behaves in the contribution. Researchers in mainland China have conducted studies of various kinds in order to find out how the learner's lexical knowledge correlates with his proficiency. This article…

  2. Predictors and Outcomes of Early versus Later English Language Proficiency among English Language Learners

    ERIC Educational Resources Information Center

    Halle, Tamara; Hair, Elizabeth; Wandner, Laura; McNamara, Michelle; Chien, Nina

    2012-01-01

    The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self-control,…

  3. Child, family, and school characteristics related to English proficiency development among low-income, dual language learners.

    PubMed

    Kim, Yoon Kyong; Curby, Timothy W; Winsler, Adam

    2014-12-01

    Little is known about 2nd language development among young, low-income, language-minority children. This article examined the longitudinal English development of low-income, dual language learners (DLLs) in Miami (n = 18,532) from kindergarten through 5th grade. Growth curve modeling indicated that social skills, good behavior, Spanish (L1) competence in preschool, having a mother born in the United States, and attending larger schools with fewer DLLs were associated with higher initial levels of English proficiency in kindergarten and/or steeper growth over time. Survival analyses indicated that it took about 2 years for half of the sample to become proficient in English according to the school district's criterion. Higher initial proficiency in kindergarten, not receiving free/reduced lunch, not being Hispanic or Black, strong cognitive, language, and socioemotional skills at age 4, and maternal education were associated with faster attainment of English proficiency. It is important for teachers, parents, researchers, and policy makers to understand that DLL students come from diverse backgrounds and that poverty and other factors influence the speed of English language development for DLLs. PMID:25313591

  4. Child, family, and school characteristics related to English proficiency development among low-income, dual language learners.

    PubMed

    Kim, Yoon Kyong; Curby, Timothy W; Winsler, Adam

    2014-12-01

    Little is known about 2nd language development among young, low-income, language-minority children. This article examined the longitudinal English development of low-income, dual language learners (DLLs) in Miami (n = 18,532) from kindergarten through 5th grade. Growth curve modeling indicated that social skills, good behavior, Spanish (L1) competence in preschool, having a mother born in the United States, and attending larger schools with fewer DLLs were associated with higher initial levels of English proficiency in kindergarten and/or steeper growth over time. Survival analyses indicated that it took about 2 years for half of the sample to become proficient in English according to the school district's criterion. Higher initial proficiency in kindergarten, not receiving free/reduced lunch, not being Hispanic or Black, strong cognitive, language, and socioemotional skills at age 4, and maternal education were associated with faster attainment of English proficiency. It is important for teachers, parents, researchers, and policy makers to understand that DLL students come from diverse backgrounds and that poverty and other factors influence the speed of English language development for DLLs.

  5. The Proximate Phonological Unit of Chinese-English Bilinguals: Proficiency Matters

    PubMed Central

    Verdonschot, Rinus Gerardus; Nakayama, Mariko; Zhang, Qingfang; Tamaoka, Katsuo; Schiller, Niels Olaf

    2013-01-01

    An essential step to create phonology according to the language production model by Levelt, Roelofs and Meyer is to assemble phonemes into a metrical frame. However, recently, it has been proposed that different languages may rely on different grain sizes of phonological units to construct phonology. For instance, it has been proposed that, instead of phonemes, Mandarin Chinese uses syllables and Japanese uses moras to fill the metrical frame. In this study, we used a masked priming-naming task to investigate how bilinguals assemble their phonology for each language when the two languages differ in grain size. Highly proficient Mandarin Chinese-English bilinguals showed a significant masked onset priming effect in English (L2), and a significant masked syllabic priming effect in Mandarin Chinese (L1). These results suggest that their proximate unit is phonemic in L2 (English), and that bilinguals may use different phonological units depending on the language that is being processed. Additionally, under some conditions, a significant sub-syllabic priming effect was observed even in Mandarin Chinese, which indicates that L2 phonology exerts influences on L1 target processing as a consequence of having a good command of English. PMID:23646107

  6. The Role of Health Literacy in Predicting Multiple Healthcare Outcomes Among Hispanics in a Nationally Representative Sample: A Comparative Analysis by English Proficiency Levels.

    PubMed

    Sarkar, Madhurima; Asti, Lindsey; Nacion, Kristine M; Chisolm, Deena J

    2016-06-01

    Health literacy (HL) research among Hispanics currently focuses on individuals with limited English proficiency but impacts of HL on healthcare outcomes among other English language proficiency groups is relatively unknown. Regression models assessed associations between HL and healthcare outcomes for Hispanics overall (n = 4013) and for proficiency level sub-populations using the 2007 Pew Hispanic Health Survey. Overall, Hispanics with adequate HL percieved US medical care as "excellent," were more satisfied with their doctor's help, and reported "excellent" overall health. In the sub-population analysis, "excellent" perception of US healthcare was associated with HL among the Spanish and English dominant groups. Among bilinguals, adequate HL was associated with decreased use of traditional medicine. The effect of adequate HL varied within English proficiency groups. HL research that focuses only on Spanish dominant speakers can exclude a substantial percentage of English proficient or bilingual populations who have low HL.

  7. The Role of Health Literacy in Predicting Multiple Healthcare Outcomes Among Hispanics in a Nationally Representative Sample: A Comparative Analysis by English Proficiency Levels.

    PubMed

    Sarkar, Madhurima; Asti, Lindsey; Nacion, Kristine M; Chisolm, Deena J

    2016-06-01

    Health literacy (HL) research among Hispanics currently focuses on individuals with limited English proficiency but impacts of HL on healthcare outcomes among other English language proficiency groups is relatively unknown. Regression models assessed associations between HL and healthcare outcomes for Hispanics overall (n = 4013) and for proficiency level sub-populations using the 2007 Pew Hispanic Health Survey. Overall, Hispanics with adequate HL percieved US medical care as "excellent," were more satisfied with their doctor's help, and reported "excellent" overall health. In the sub-population analysis, "excellent" perception of US healthcare was associated with HL among the Spanish and English dominant groups. Among bilinguals, adequate HL was associated with decreased use of traditional medicine. The effect of adequate HL varied within English proficiency groups. HL research that focuses only on Spanish dominant speakers can exclude a substantial percentage of English proficient or bilingual populations who have low HL. PMID:25894535

  8. A Psychometric Measurement Model for Adult English Language Learners: Pearson Test of English Academic

    ERIC Educational Resources Information Center

    Pae, Hye K.

    2012-01-01

    The aim of this study was to apply Rasch modeling to an examination of the psychometric properties of the "Pearson Test of English Academic" (PTE Academic). Analyzed were 140 test-takers' scores derived from the PTE Academic database. The mean age of the participants was 26.45 (SD = 5.82), ranging from 17 to 46. Conformity of the participants'…

  9. English for Academic Purposes Activity in Language Education

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2009-01-01

    Introduction. The greatest importance of the continuing professional development is the use of 3-5 languages, with at least 2-3 on the level of native/first language to form varied cooperative networks for the creation of new knowledge. English for Academic Purposes activity as a form of life activity is a basic demand for studying English for…

  10. Using Sentence Frames to Develop Academic Vocabulary for English Learners

    ERIC Educational Resources Information Center

    Donnelly, Whitney Bray; Roe, Christopher J.

    2010-01-01

    Often, English-language development (ELD) is taught during a dedicated time of the school day. There is often a mismatch between the content of ELD and the lessons taught during core instruction provided during the remainder of the day. During core instruction, teachers use specially designed academic instruction in English strategies to ensure…

  11. English Language Learners and Their Academic Progress: 2010-2011

    ERIC Educational Resources Information Center

    Shneyderman, Aleksandr

    2012-01-01

    This is the 2010-11 annual report on the academic progress of English language learners in the Miami-Dade County Public Schools. The purpose of the report is to: (1) Describe the demographic characteristics of students classified as English Language Learners (ELL) in the Miami-Dade County Public Schools (M-DCPS); (2) Provide data regarding ELL…

  12. The Effects of L2 Proficiency Level on the Processing of "Wh"-Questions among Dutch Second Language Speakers of English

    ERIC Educational Resources Information Center

    Jackson, Carrie N.; van Hell, Janet G.

    2011-01-01

    Using a self-paced reading task, the present study explores how Dutch-English L2 speakers parse English "wh"-subject-extractions and "wh"-object-extractions. Results suggest that English native speakers and highly-proficient Dutch-English L2 speakers do not always exhibit measurable signs of on-line reanalysis when reading subject-versus…

  13. Cognitive/Academic Language Proficiency, Linguistic Interdependence, the Optimum Age Question and Some Other Matters. Working Papers on Bilingualism, No. 19.

    ERIC Educational Resources Information Center

    Cummins, Jim

    The existence of a global language proficiency factor is discussed. This factor, cognitive/academic language proficiency (CALP), is directly related to IQ and to other aspects of academic achievement. It accounts for the bulk of reliable variance in a wide variety of language learning measures. Three propositions concerning CALP are reviewed. (1)…

  14. Cognitive-Academic Language Proficiency and Language Acquisition in Bilingual Instruction--with an Outlook on a University Project in Albania.

    ERIC Educational Resources Information Center

    Portmann-Tselikas Paul R.

    2001-01-01

    Explores the contribution of cognitive-academic language proficiency to second language acquisition in instructional contexts, using Cummins' concepts of bilingual education. Discusses Albania's educational practices and reviews a joint project by Austrian and Albanian universities that shows how cognitive academic proficiency, along with…

  15. Academic Vocabulary and Middle School English Learners: An Intervention Study

    ERIC Educational Resources Information Center

    Townsend, Dianna; Collins, Penny

    2009-01-01

    The goal of this experimental intervention study was to determine if evidence-based instructional strategies for general vocabulary words are effective with middle school English learner (EL) students and academic vocabulary words. Participants showed significantly more growth in their knowledge of academic vocabulary during the treatment…

  16. English Abilities for Academic Listening: How Confident Are Chinese Students?

    ERIC Educational Resources Information Center

    Huang, Jinyan

    2006-01-01

    Research with ESL students studying at North American universities has indicated that Chinese students have difficulties in understanding academic lectures, taking notes, writing assignments, and giving presentations although they have obtained high TOEFL scores. The study investigates their English academic listening challenges as reported by…

  17. Accent, Perpetual Foreigner Stereotype, and Perceived Discrimination as Indirect Links between English Proficiency and Depressive Symptoms in Chinese American Adolescents

    ERIC Educational Resources Information Center

    Kim, Su Yeong; Wang, Yijie; Deng, Shiying; Alvarez, Rocio; Li, Jing

    2011-01-01

    The current study uses Garcia Coll et al.'s (1996) developmental competence model of ethnic minority children and Kim's (1999) racial triangulation theory as frameworks for investigating the mechanisms whereby early adolescent English proficiency relates to perceived discriminatory experiences and adolescent depressive symptoms. Data from 444…

  18. Secondary Engineering Design Graphics Educator Service Load of Students with Identified Categorical Disabilities and Limited English Proficiency

    ERIC Educational Resources Information Center

    Ernst, Jeremy V.; Li, Songze; Williams, Thomas O.

    2014-01-01

    The ever-changing student population of engineering design graphics students necessitates broader sets of instructor adeptness. Specifically, preparedness to educate and provide adequate educational access to content for students with identified categorical disabilities and Limited English Proficiency (LEP) is now an essential readiness skill for…

  19. How Are Spoken Skills Assessed in Proficiency Tests of General English as a Foreign Language? A Preliminary Survey

    ERIC Educational Resources Information Center

    Roca-Varela, Mª Luisa; Palacios, Ignacio M.

    2013-01-01

    This paper examines some of the best known proficiency tests in English, with particular focus on the oral component. Attention is paid to the following issues, among others: the weighting of oral elements in testing, the criteria used for the assessment of oral skills and the relation of these to the general guidelines in the "Common…

  20. Keeping Limited English Proficient Students in School: Strategies for Dropout Prevention. Program Information Guide Series Number 7.

    ERIC Educational Resources Information Center

    Careaga, Rudy, Comp.

    A guide for secondary school practitioners provides strategies for motivating limited-English-proficient (LEP) students to continue their education at least through the secondary level. The guide is based on the project handbook from a Kenwood, Oklahoma community-based dropout-prevention project. The guide begins by presenting dropout statistics,…

  1. The Effects of English Language Proficiency and Curricular Pathways: Latina/os' Mathematics Achievement in Secondary Schools

    ERIC Educational Resources Information Center

    Mosqueda, Eduardo; Maldonado, Saul I.

    2013-01-01

    This study analyzes nationally-representative quantitative data from the first (2002) and second (2004) waves of the Educational Longitudinal Study to examine the relationship between Latina/o secondary school students' degree of English-language proficiency (ELP), mathematics course-taking measures, and 12th grade mathematics achievement.…

  2. The Effect of Dual-Language and Transitional-Bilingual Education Instructional Models on Spanish Proficiency for English Language Learners

    ERIC Educational Resources Information Center

    Murphy, Audrey Figueroa

    2014-01-01

    The effects of "transitional-bilingual" and "dual-language" educational models on proficiency in students' home language (Spanish) were examined in a study of English language learners in the first and second grades in a large urban elementary school. In each grade, students were taught with either a transitional-bilingual…

  3. Motivation for Staying in College: Differences Between LEP (Limited English Proficiency) and Non-LEP Hispanic Community College Students

    ERIC Educational Resources Information Center

    Fong, Carlton J.; Krause, Jaimie M.; Acee, Taylor W.; Weinstein, Claire Ellen

    2016-01-01

    The study investigated motivational differences and higher education outcomes between limited English proficiency (LEP) Hispanic students compared with non-LEP Hispanic students. With a sample of 668 Hispanic community college students, we measured various forms of achievement motivation informed by self-determination theory, grade point average…

  4. Framework for English Language Proficiency Development Standards Corresponding to the Common Core State Standards and the Next Generation Science Standards

    ERIC Educational Resources Information Center

    Council of Chief State School Officers, 2012

    2012-01-01

    Many states have begun the process of developing or adapting English Language Proficiency (ELP) standards to align with the Common Core State Standards (CCSS) and the forthcoming Next Generation Science Standards (NGSS). This need stems not only from a desire to ensure that "all" students receive the rigorous and systematic education they need to…

  5. Translation Recognition in Highly Proficient Hindi-English Bilinguals: The Influence of Different Scripts but Connectable Phonologies

    ERIC Educational Resources Information Center

    Sunderman, Gretchen L.; Priya, Kanu

    2012-01-01

    This study investigates the phonological nature of the lexical links in the bilingual lexicon using different-script bilinguals. Highly proficient Hindi-English bilinguals performed a translation recognition task (i.e., decide whether two words presented sequentially are a correct translation pair). For the critical trials, the second word was a…

  6. How to Utilize Various State and Federal Agency Resources for Limited English Proficient Pupils with Exceptional Needs.

    ERIC Educational Resources Information Center

    Martinez, Irene; And Others

    This paper considers issues involved in obtaining and using funds for limited English proficient (LEP) handicapped students, and reviews two major projects designed specifically for this population. Second language training programs have been offered to help assessment personnel develop further language skills and enhanced cultural appreciation.…

  7. Equity for Limited English Proficient Students Regarding Assessment and Effectiveness of Testing Accommodations: A Study of Third Graders

    ERIC Educational Resources Information Center

    Deysson, Sandra Lynn

    2013-01-01

    This study focused on the aspect of the No Child Left Behind Act (NCLB) and the Virginia Department of Education (VDOE) that require the inclusion of all limited English proficient (LEP) students in testing situations, simultaneously making an effort to close the achievement gap. NCLB indicates that each state is to assess students in a language…

  8. Delaware Student Testing Program: Guidelines For The Inclusion Of Students With Disabilities And Students With Limited English Proficiency.

    ERIC Educational Resources Information Center

    Delaware State Department of Education, 2004

    2004-01-01

    The first section of this report guides Delaware educators through the decision-making process for participation in the Delaware Student Testing Program (DSTP) for students with disabilities and for students who are dually eligible as a student with a disability and limited English proficient (SD/LEP).The second section will guide Delaware…

  9. Limited English Proficient Individuals in the United States: Number, Share, Growth, and Linguistic Diversity. LEP Data Brief

    ERIC Educational Resources Information Center

    Pandya, Chhandasi; McHugh, Margie; Batalova, Jeanne

    2011-01-01

    The number of US residents who are deemed to be Limited English Proficient (LEP) has increased substantially in recent decades, consistent with the growth in the US foreign-born population. While many LEP individuals are still attracted to the historic immigrant-destination states of California, Texas, New York, New Jersey, Florida, and Illinois,…

  10. The Effect of Sociolinguistic Factors and English Language Proficiency on the Development of French as a Third Language

    ERIC Educational Resources Information Center

    Bérubé, Daniel; Marinova-Todd, Stefka H.

    2014-01-01

    The classroom demographics in French immersion (FI) programs across Canada are changing: There are a growing number of multilingual students who are learning English as a second language (L2) and French as a third language (L3). However, little is known about the development of French language proficiency and reading skills of multilingual…

  11. The Effect of Full-Day Kindergarten on the Reading Scores of Limited English-Proficient Students

    ERIC Educational Resources Information Center

    Wehbe, Hanan

    2012-01-01

    One public school district developed a full-day kindergarten program for at-risk students, including those who are limited English-proficient (LEP), as a strategy to close the achievement gap. Not all LEP students in this district attended the full-day program due to limited space. The district administrators were looking for research-based…

  12. Phonological Awareness and Oral Language Proficiency in Learning to Read English among Chinese Kindergarten Children in Hong Kong

    ERIC Educational Resources Information Center

    Yeung, Susanna S.; Chan, Carol K. K.

    2013-01-01

    Background: Learning to read is very challenging for Hong Kong children who learn English as a second language (ESL), as they must acquire two very different writing systems, beginning at the age of three. Few studies have examined the role of phonological awareness at the subsyllabic levels, oral language proficiency, and L1 tone awareness in L2…

  13. Popular Culture, English Out-of-Class Activities, and Learner Autonomy among Highly Proficient Secondary Students in Hong Kong

    ERIC Educational Resources Information Center

    Chan, Hoi Wing

    2016-01-01

    This paper reports on how and why proficient learners of English in Hong Kong participated in popular culture, out-of-class activities, with an emphasis on their development of learner autonomy. Autonomy in language learning is defined as an individual's ability and responsibility to take charge of his or her own learning [1]. Out-of-class…

  14. Do It Yourself? A Learners' Perspective on Learner Autonomy and Self-Access Language Learning in an English Proficiency Programme.

    ERIC Educational Resources Information Center

    Reinders, Hayo

    This research paper presents a learners' perspective on (the promotion of) learner autonomy and Self-Access Language Learning in an English Proficiency Program. It provides an evaluation of the success of these course elements as well as an interpretation of students' understanding of the related concepts. Finally, it identifies factors that…

  15. A Linguistic Guide to English Proficiency Testing in Schools. Language in Education: Theory and Practice, No. 23.

    ERIC Educational Resources Information Center

    Dieterich, Thomas G.; Freeman, Cecilia

    Part One of this guide explores issues in English proficiency testing. Tests are discussed in terms of the aspect of language tested, and of different kinds of test tasks. The following kinds of test task defects are treated: (1) tests that required literacy skills, (2) tasks that reduce to a vocabulary test, and (3) errant notions of linguistic…

  16. A Validity Study of an Editing Cloze Proficiency Test for Students of English as a Second Language.

    ERIC Educational Resources Information Center

    Maloney, Eileen; And Others

    Since the numbers of foreign students aspiring to college and graduate degrees in the United States is increasing, there is a need for a reliable and valid English proficiency test which, ideally, would be neither costly nor time consuming. The purpose of this study was twofold. First, the extent to which three tests, the Michigan Test of English…

  17. Identifying Affirmative Beliefs about English Language Learning: Self-Perceptions of Thai Learners with Different Language Proficiency

    ERIC Educational Resources Information Center

    Wang, Tuntiga; Rajprasit, Krich

    2015-01-01

    Theoretically, beliefs about English language learning have a psychological factor, such as predicting the rate of success or failure among learners in the classroom context. However, learners with different levels of language proficiency may perceive such beliefs in a different way, which may lead to the development of special needs, in terms of…

  18. Building and Supporting a Validity Argument for a Standards-Based Classroom Assessment of English Proficiency Based on Teacher Judgments

    ERIC Educational Resources Information Center

    Llosa, Lorena

    2008-01-01

    Using an argument-based approach to validation, this study examines the quality of teacher judgments in the context of a standards-based classroom assessment of English proficiency. Using Bachman's (2005) assessment use argument (AUA) as a framework for the investigation, this paper first articulates the claims, warrants, rebuttals, and backing…

  19. Delivering 9-1-1 CPR Instructions to Limited English Proficient Callers: A Simulation Experiment.

    PubMed

    Meischke, Hendrika; Ike, Brooke; Painter, Ian; Chavez, Devora; Yip, Mei Po; Bradley, Steven M; Tu, Shin-Ping

    2015-08-01

    Having 911 telecommunicators deliver CPR instructions increases cardiac arrest survival, but limited English proficiency (LEP) decreases the likelihood callers will perform CPR and increases time to first compression. The objective of our study was to assess which 9-1-1 CPR delivery modes could decrease time to first compression and improve CPR quality for LEP callers. 139 LEP Spanish and Chinese speakers were randomized into three arms: receiving CPR instructions from a 9-1-1 telecommunicator (1) with telephone interpretation, (2) using alternative, simple ways to rephrase, or (3) who strictly adhered to protocol language. Time interval from call onset to first compression, and CPR quality were the main outcomes. The CPR quality was poor across study arms. Connecting to interpreter services added almost 2 min to the time. CPR training in LEP communities, and regular CPR training for phone interpreters may be necessary to improve LEP bystander CPR quality.

  20. Depression fotonovela: development of a depression literacy tool for Latinos with limited English proficiency.

    PubMed

    Cabassa, Leopoldo J; Molina, Gregory B; Baron, Melvin

    2012-11-01

    Stigma, low health literacy, lack of knowledge, and misconceptions about depression are considered pervasive barriers contributing to the disparities Latino adults with limited English proficiency (LEP) face in accessing and receiving high-quality depression care. The development of culturally and linguistically appropriate health literacy tools, such as fotonovelas, can help address these barriers to depression care in the Latino community. Fotonovelas are booklets that use posed photographs with simple text bubbles to portray soap opera stories that convey educational messages. The aim of this study is to describe the development of a depression fotonovela adapted for Latinos with LEP. We present the conceptual model that informed this depression literacy tool and illustrate how findings from several studies were used to identify educational messages. Our production process delineates practical steps of how to use a multistakeholder approach to develop a health-related fotonovela. Implications for practice of this innovative depression literacy tool are discussed. PMID:21051325

  1. Depression Fotonovela: Development of a depression literacy tool for Latinos with limited English proficiency

    PubMed Central

    Cabassa, Leopoldo J.; Molina, Gregory B.; Baron, Melvin

    2010-01-01

    Stigma, lack of knowledge, and misconceptions about depression are considered pervasive barriers contributing to the disparities Latino adults with limited English proficiency (LEP) face in accessing and receiving high quality depression care. The development of culturally and linguistically appropriate health literacy tools, such as fotonovelas, can help address these barriers to depression care in the Latino community. Fotonovelas are booklets that use posed photographs with simple text bubbles to portray soap opera stories that convey educational messages. The aim of this manuscript is to describe the development of a depression fotonovela adapted for Latinos with LEP. We present the conceptual model that informed this depression literacy tool and illustrate how findings from several studies were used to identify educational messages. Our production process delineates practical steps of how to use a multi-stakeholder approach to develop a health-related fotonovela. Implications for practice of this innovative depression literacy tool are discussed. PMID:21051325

  2. Federal civil rights policy and mental health treatment access for persons with limited English proficiency.

    PubMed

    Snowden, Lonnie R; Masland, Mary; Guerrero, Rachel

    2007-01-01

    As noted in the supplement to the U.S. Surgeon General's report on mental health (U.S. Department of Health and Human Services, 2001), overcoming language access barriers associated with limited English proficiency (LEP) should help to eliminate racial and ethnic disparities in mental health care access and quality. Federal policy requires remedial action to overcome language barriers: Under Title VI of the Civil Rights Act of 1964, Medicaid and other federally funded programs must provide assistance to LEP persons. Some state-level public and mental health authorities have responded by instituting "threshold language" policies. The history and terms of federal civil rights policy, and of threshold-language-policy-inspired initiatives, should be understood by everyone concerned with overcoming ethnic disparities in mental health services use. Concerned parties should promote implementation of required measures for language assistance and help to evaluate their implementation and effectiveness.

  3. A Comparative Study on China-U.S.' APTHS (Academic Proficiency Test for High Schools): Past, Present and Future

    ERIC Educational Resources Information Center

    Li, Xin; Yan, Wenfan

    2012-01-01

    This study followed the comparative research mode of description, interpretation, juxtaposition and comparison. Based on the literatures and data collected on the topic, the paper compared and analyzed the past, present and future of APTHS (academic proficiency test for high schools) in the two countries. Some contemplations on the common issues…

  4. Do Prior Studies Matter?: Predicting Proficiencies Required to Excel Academically in Law School at Makerere University, Uganda

    ERIC Educational Resources Information Center

    Nalukenge, Betty; Wamala, Robert; Ocaya, Bruno

    2016-01-01

    Purpose: Introduction of law school admission examinations has increased the debate regarding the relevance of prior studies for the enrollees in the program. The key issues of contention are whether prior studies reliably predict academic achievement of enrollees, and demonstrate proficiencies required for admission in the program. The purpose of…

  5. The Third Language of Academic English

    ERIC Educational Resources Information Center

    Zwiers, Jeff

    2005-01-01

    Academic language is the linguistic glue that holds the tasks, texts, and tests of school together. If students can't use this glue well, their academic work is likely to fall apart. According to the author of this article, "academic language" is defined as the set of words and phrases that (1) describe content-area knowledge and procedures; (2)…

  6. Bridges to Academic Writing.

    ERIC Educational Resources Information Center

    Gornowich, Barbara Bernstein; Nelson, Anthony

    The materials comprise the curriculum for an introductory course in academic writing for limited English proficient adult or college students. The guide is intended for the upper end of a survival language skills course or the lowest end of an academic developmental writing sequence. The curriculum instructs students on academic life and assists…

  7. Recurrent Word Combinations in EAP Test-Taker Writing: Differences between High- and Low-Proficiency Levels

    ERIC Educational Resources Information Center

    Appel, Randy; Wood, David

    2016-01-01

    The correct use of frequently occurring word combinations represents an important part of language proficiency in spoken and written discourse. This study investigates the use of English-language recurrent word combinations in low-level and high-level L2 English academic essays sourced from the Canadian Academic English Language (CAEL) assessment.…

  8. The effect of in-service English education on medical professionals’ language proficiency

    PubMed Central

    Sajjadi, Samad; Ahmadi, Majid; Heidarpour, Maryam; Yakta, Ali Salahi; Khadembashi, Naghmeh; Rafatbakhsh, Mohammad

    2012-01-01

    Background: Despite its inevitable significance, the effect of in-service English education on medical professionals has rarely been studied longitudinally. The reason can be issues such as physicians’ heavy workload, commuting problems, inappropriate class times, and inexperienced teaching staff. Materials and Methods: A needs assessment worksheet was administered to faculty members of Shahid Beheshti University of Medical Sciences in Tehran and the responses were analyzed. A project for the promotion of faculty members’ English proficiency was formulated. Then, following a placement test, 235 applicants from the university colleges and hospitals were classified into 28 homogeneous groups. After four terms of instruction, the participants’ scores on the pre- and post- assessments were analyzed. Results: There was significant improvement in participants’ total scores on different communicative skills (P<0.001). Regarding individual skills also, they achieved meaningful gains on listening (P<0.001), writing (P = 0.038), and grammar (P<0.001), but failed to progress significantly on reading comprehension (P = 0.523). Conclusion: The administration of in-service education for skill-oriented courses, over a long period, can be quite encouraging and should be further strengthened. Regular instructions on each individual skill on the one hand and on their combination on the other are essential for success in such education. PMID:23264797

  9. English for Specific Purposes and Academic Literacies: Eclecticism in Academic Writing Pedagogy

    ERIC Educational Resources Information Center

    McGrath, Lisa; Kaufhold, Kathrin

    2016-01-01

    Academic Literacies and English for Specific Purposes perspectives on the teaching of academic writing tend to be positioned as dichotomous and ideologically incompatible. Nonetheless, recent studies have called for the integration of these two perspectives in the design of writing programmes in order to meet the needs of students in the…

  10. Variations on the bilingual advantage? Links of Chinese and English proficiency to Chinese American children's self-regulation

    PubMed Central

    Chen, Stephen H.; Zhou, Qing; Uchikoshi, Yuuko; Bunge, Silvia A.

    2014-01-01

    The present study examined whether bilingualism-related advantages in self-regulation could be observed: (a) among Chinese American immigrant children with varying levels of Chinese and English proficiencies, and (b) across different domains of self-regulation in laboratory, home, and classroom contexts. A socioeconomically diverse sample of first- and second-generation Chinese American immigrant children between ages 7 and 10 (n = 223) was administered assessments of Chinese and English language proficiencies and a multi-method, multi-informant battery of self-regulation measures. Multiple regression analyses suggested that controlling for covariates (child age, gender, and SES), children's bilingualism-related advantages were limited to higher performance only on computerized tasks of cognitive flexibility, and only among children with higher degrees of fluency in both Chinese and English. By contrast, proficiencies in one language (either Chinese or English) were uniquely and positively associated with other domains of self-regulation, including parent and teacher-reported effortful control. These results suggest that the bilingual advantage for self-regulation may be observed as a continuous variable among immigrant children with varying levels of bilingual fluency; however, this advantage may not extend across all domains and contexts of self-regulation. PMID:25324795

  11. Variations on the bilingual advantage? Links of Chinese and English proficiency to Chinese American children's self-regulation.

    PubMed

    Chen, Stephen H; Zhou, Qing; Uchikoshi, Yuuko; Bunge, Silvia A

    2014-01-01

    The present study examined whether bilingualism-related advantages in self-regulation could be observed: (a) among Chinese American immigrant children with varying levels of Chinese and English proficiencies, and (b) across different domains of self-regulation in laboratory, home, and classroom contexts. A socioeconomically diverse sample of first- and second-generation Chinese American immigrant children between ages 7 and 10 (n = 223) was administered assessments of Chinese and English language proficiencies and a multi-method, multi-informant battery of self-regulation measures. Multiple regression analyses suggested that controlling for covariates (child age, gender, and SES), children's bilingualism-related advantages were limited to higher performance only on computerized tasks of cognitive flexibility, and only among children with higher degrees of fluency in both Chinese and English. By contrast, proficiencies in one language (either Chinese or English) were uniquely and positively associated with other domains of self-regulation, including parent and teacher-reported effortful control. These results suggest that the bilingual advantage for self-regulation may be observed as a continuous variable among immigrant children with varying levels of bilingual fluency; however, this advantage may not extend across all domains and contexts of self-regulation. PMID:25324795

  12. Survey of US Veterinary Students on Communicating with Limited English Proficient Spanish-Speaking Pet Owners.

    PubMed

    Landau, Ruth E; Beck, Alan; Glickman, Larry T; Litster, Annette; Widmar, Nicole J Olynk; Moore, George E

    2015-01-01

    Veterinary schools and colleges generally include communication skills training in their professional curriculum, but few programs address challenges resulting from language gaps between pet owners and practitioners. Due to shifting US demographics, small animal veterinary practices must accommodate an increasing number of limited English proficient (LEP) Spanish-speaking pet owners (SSPOs). A national survey was conducted to assess the interest and preparedness of US veterinary students to communicate with LEP SSPOs when they graduate. This online survey, with more than 2,000 first-, second-, and third-year US veterinary students, revealed that over 50% of students had worked at a practice or shelter that had LEP Spanish-speaking clients. Yet fewer than 20% of these students described themselves as prepared to give medical information to an LEP SSPO. Over three-fourths of respondents agreed that communication with LEP SSPOs was important for veterinarians in general, and two-thirds agreed that communication with LEP SSPOs was important for themselves personally. Ninety percent of students who described themselves as conversant in Spanish agreed that they would be able to communicate socially with SSPOs, while only 55% said they would be able to communicate medically with such clients. Overall, two-thirds of students expressed interest in taking Spanish for Veterinary Professionals elective course while in school, with the strongest interest expressed by those with advanced proficiency in spoken Spanish. Bridging language gaps has the potential to improve communication with LEP SSPOs in the veterinary clinical setting and to improve patient care, client satisfaction, and the economic health of the veterinary profession.

  13. A Descriptive Analysis of Enrollment and Achievement among Limited English Proficient Students in Maryland. Summary. Issues & Answers. REL 2012-No. 128

    ERIC Educational Resources Information Center

    O'Conner, Rosemarie; Abedi, Jamal; Tung, Stephanie

    2012-01-01

    This study describes limited English proficient (LEP) student enrollment and achievement trends in Maryland. Two research questions guide this study: (1) How did the enrollment of LEP students in Maryland public schools change between 2002/03 and 2008/09?; and (2) How did performance (the percentage scoring at the proficient or advanced level) on…

  14. Knowing English is Not Enough! Cultivating Academic Literacies among High School Newcomers

    ERIC Educational Resources Information Center

    Franquiz, Maria E.; Salinas, Cinthia

    2013-01-01

    Secondary school teachers face remarkable challenges when they are asked to incorporate language objectives because the traditional approach to the education of English Language Learners (ELL) separates English language development from content instruction. The underlying assumption is that English language proficiency is a prerequisite for…

  15. The Correlates of Academic Performance for English Language Learner Students in a New England District. REL 2014-020

    ERIC Educational Resources Information Center

    Parker, Caroline E.; O'Dwyer, Laura M.; Irwin, Clare W.

    2014-01-01

    This study examined student and program characteristics that are related to English proficiency and content area achievement for English language learner (ELL) students in one urban district in Connecticut. The study found that ELL students in special education had English proficiency scores significantly lower than the mean for all ELL students…

  16. The relationship of language acculturation (English proficiency) to current self-rated health among African immigrant adults.

    PubMed

    Okafor, Maria-Theresa C; Carter-Pokras, Olivia D; Picot, Sandra J; Zhan, Min

    2013-06-01

    Although over 1.5 million African immigrants live in the US, few studies have examined the relationship of language acculturation to health outcomes among African immigrant adults. The primary objective of this research was to investigate the relationship between English proficiency and current self-rated health among African immigrant adults. Using a cross-sectional design, a secondary data analysis was performed on baseline data from the African immigrant adult subsample (n = 763) of the 2003 New Immigrant Survey, a longitudinal study of lawful permanent residents. Limited English proficiency (LEP), increased duration of US residence, older age at immigration, being male, less than 12 years of education, poor pre-migration health, and chronic disease were associated with good/fair/poor current self-rated health. Findings support consideration of pre-migration health and chronic disease in future acculturation and health studies, and provision of linguistically competent interventions for LEP African immigrants at risk for poor health outcomes.

  17. Reclassification of English Learner Students in California

    ERIC Educational Resources Information Center

    Hill, Laura E.; Weston, Margaret; Hayes, Joseph M.

    2014-01-01

    Former English Learner students who have improved their facility with English to such a degree that they have been reclassified by their school districts as fluent in the English language are among the best performing students in the state. Because these Reclassified Fluent English Proficient (RFEP) students have much better academic outcomes than…

  18. The voices of limited English proficiency Latina mothers on pediatric primary care: lessons for the medical home.

    PubMed

    DeCamp, Lisa Ross; Kieffer, Edith; Zickafoose, Joseph S; DeMonner, Sonya; Valbuena, Felix; Davis, Matthew M; Heisler, Michele

    2013-01-01

    The objective of this study is to inform medical home implementation in practices serving limited English proficiency Latino families by exploring limited English proficiency Latina mothers' experiences with, and expectations for, pediatric primary care. In partnership with a federally-qualified community health center in an urban Latino neighborhood, we conducted semi-structured interviews with 38 low-income Latina mothers. Eligible participants identified a pediatric primary care provider for their child and had at least one child 3 years old or younger, to increase the probability of frequent recent interactions with health care providers. Interview transcripts were coded and analyzed through an iterative and collaborative process to identify participants' satisfaction with and expectations for pediatric primary care. About half of the mothers interviewed were satisfied with their primary care experiences. Mothers suggested many ways to improve the quality of pediatric primary care for their children to better meet the needs of their families. These included: encouraging providers to invest more in their relationship with families, providing reliable same-day sick care, expanding hours, improving access to language services, and improving care coordination services. Limited English proficiency Latina mothers expect high-quality pediatric primary care consistent with the medical home model. Current efforts to improve primary care quality through application of the medical home model are thus relevant to this population, but should focus on the parent-provider relationship and timely access to care. Promoting this model among practices that serve limited English proficiency Latino families could improve engagement and satisfaction with primary care.

  19. The Voices of Limited English Proficiency Latina Mothers on Pediatric Primary Care: Lessons for the Medical Home

    PubMed Central

    DeCamp, Lisa Ross; Kieffer, Edith; Zickafoose, Joseph S.; DeMonner, Sonya; Valbuena, Felix; Davis, Matthew M.; Heisler, Michele

    2015-01-01

    The objective of this study is to inform medical home implementation in practices serving limited English proficiency Latino families by exploring limited English proficiency Latina mothers’ experiences with, and expectations for, pediatric primary care. In partnership with a federally-qualified community health center in an urban Latino neighborhood, we conducted semi-structured interviews with 38 low-income Latina mothers. Eligible participants identified a pediatric primary care provider for their child and had at least one child 3 years old or younger, to increase the probability of frequent recent interactions with health care providers. Interview transcripts were coded and analyzed through an iterative and collaborative process to identify participants’ satisfaction with and expectations for pediatric primary care. About half of the mothers interviewed were satisfied with their primary care experiences. Mothers suggested many ways to improve the quality of pediatric primary care for their children to better meet the needs of their families. These included: encouraging providers to invest more in their relationship with families, providing reliable same-day sick care, expanding hours, improving access to language services, and improving care coordination services. Limited English proficiency Latina mothers expect high-quality pediatric primary care consistent with the medical home model. Current efforts to improve primary care quality through application of the medical home model are thus relevant to this population, but should focus on the parent-provider relationship and timely access to care. Promoting this model among practices that serve limited English proficiency Latino families could improve engagement and satisfaction with primary care. PMID:22350630

  20. 75 FR 13751 - Office of English Language Acquisition; Overview Information; Language Enhancement, and Academic...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-03-23

    ... Office of English Language Acquisition; Overview Information; Language Enhancement, and Academic... Deputy Secretary and Director for the Office of English Language Acquisition, Language Enhancement, and... Secretary and Director, Office of English Language Acquisition, Language Enhancement, and...

  1. Experimenting with Computer Conferencing in English for Academic Purposes.

    ERIC Educational Resources Information Center

    Leppanen, Sirpa; Kalaja, Paula

    1995-01-01

    Investigates the use of computer conferencing in a second-language context with five English-for-Academic-Purposes students for the purposes of conducting discussions and introducing the students to writing as a process. Students dominated during discussions and received increased commentary on their writing; although the technology did not cause…

  2. Developing Academic Language in English Language Learners through Sheltered Instruction

    ERIC Educational Resources Information Center

    Short, Deborah J.; Fidelman, Carolyn G.; Louguit, Mohammed

    2012-01-01

    This article describes a study examining the effects of Sheltered Instruction Observation Protocol (SIOP) model instruction on the academic language performance of middle and high school English language learners. The SIOP model is an approach for teaching content curriculum to students learning through a new language. Teachers employ techniques…

  3. Building English Language Learners' Academic Vocabulary: Strategies and Tips

    ERIC Educational Resources Information Center

    Sibold, Claire

    2011-01-01

    According to Beck, McKeown, and Kucan's Three Tier Model (2002), when it comes to language instruction the distinction between academic vocabulary words and content specific words has a significant bearing on the language success of English language learners (ELLs). In this article, the author describes strategies that give teachers and parents…

  4. Indiana's Academic Standards: 11th Grade English/Language Arts.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This booklet of academic standards spells out what students should know and be able to do in Grade 11 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven…

  5. Indiana's Academic Standards: 9th Grade English/Language Arts.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This booklet of academic standards spells out what students should be able to do in Grade 9 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and comes accompanied with a list of 10 things parents can do to help their child get a good education. It outlines the following seven…

  6. Indiana's Academic Standards: 12th Grade English/Language Arts.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This booklet of academic standards spells out what students should know and be able to do in Grade 12 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides parents with a list of 10 things they can do to help their child get a good education. It outlines the following…

  7. Indiana's Academic Standards: 10th Grade English/Language Arts.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This booklet of academic standards spells out what students should know and be able to do in Grade 10 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven…

  8. Using Complementary Learning Clusters in Studying Literature to Enhance Students' Medical Humanities Literacy, Critical Thinking, and English Proficiency.

    PubMed

    Liao, Hung-Chang; Wang, Ya-Huei

    2016-04-01

    This study examined whether students studying literature in complementary learning clusters would show more improvement in medical humanities literacy, critical thinking skills, and English proficiency compared to those in conventional learning clusters. Ninety-three students participated in the study (M age = 18.2 years, SD = 0.4; 36 men, 57 women). A quasi-experimental design was used over 16 weeks, with the control group (n = 47) working in conventional learning clusters and the experimental group (n = 46) working in complementary learning clusters. Complementary learning clusters were those in which individuals had complementary strengths enabling them to learn from and offer assistance to other cluster members, hypothetically facilitating the learning process. Measures included the Medical Humanities Literacy Scale, Critical Thinking Disposition Assessment, English proficiency tests, and Analytic Critical Thinking Scoring Rubric. The results showed that complementary learning clusters have the potential to improve students' medical humanities literacy, critical thinking skills, and English proficiency.

  9. Student's Perceptions of Online Academic English Tutoring

    ERIC Educational Resources Information Center

    Cheng, Hsiao-fang

    2015-01-01

    English textbooks are widely used in every discipline in the majority of colleges and universities in Taiwan. To prepare college students for their future careers, it is necessary they be given systematic training and practice in reading these books. However, due to time constraints, most content teachers focus on the delivery of content rather…

  10. Broken English, broken bones? Mechanisms linking language proficiency and occupational health in a Montreal garment factory.

    PubMed

    Premji, Stéphanie; Messing, Karen; Lippel, Katherine

    2008-01-01

    Language barriers are often cited as a factor contributing to ethnic inequalities in occupational health; however, little information is available about the mechanisms at play. The authors describe the multiple ways in which language influences occupational health in a large garment factory employing many immigrants in Montreal. Between 2004 and 2006, individual, semi-structured interviews were conducted with 15 women and 10 men from 14 countries of birth. Interviews were conducted in French and English, Canada's official languages, as well as in non-official languages with the help of colleague-interpreters. Observation within the workplace was also carried out at various times during the project. The authors describe how proficiency in the official languages influences occupational health by affecting workers' ability to understand and communicate information, and supporting relationships that can affect work-related health. They also describe workers' strategies to address communication barriers and discuss the implications of these strategies from an occupational health standpoint. Along with the longer-term objectives of integrating immigrants into the linguistic majority and addressing structural conditions that can affect health, policies and practices need to be put in place to protect the health and well-being of those who face language barriers in the short term. PMID:18341120

  11. Broken English, broken bones? Mechanisms linking language proficiency and occupational health in a Montreal garment factory.

    PubMed

    Premji, Stéphanie; Messing, Karen; Lippel, Katherine

    2008-01-01

    Language barriers are often cited as a factor contributing to ethnic inequalities in occupational health; however, little information is available about the mechanisms at play. The authors describe the multiple ways in which language influences occupational health in a large garment factory employing many immigrants in Montreal. Between 2004 and 2006, individual, semi-structured interviews were conducted with 15 women and 10 men from 14 countries of birth. Interviews were conducted in French and English, Canada's official languages, as well as in non-official languages with the help of colleague-interpreters. Observation within the workplace was also carried out at various times during the project. The authors describe how proficiency in the official languages influences occupational health by affecting workers' ability to understand and communicate information, and supporting relationships that can affect work-related health. They also describe workers' strategies to address communication barriers and discuss the implications of these strategies from an occupational health standpoint. Along with the longer-term objectives of integrating immigrants into the linguistic majority and addressing structural conditions that can affect health, policies and practices need to be put in place to protect the health and well-being of those who face language barriers in the short term.

  12. Health Care Engagement of Limited English Proficient Latino Families: Lessons Learned from Advisory Board Development

    PubMed Central

    DeCamp, Lisa Ross; Polk, Sarah; Chrismer, Marilyn Camacho; Giusti, Flor; Thompson, Darcy A.; Sibinga, Erica

    2016-01-01

    Background Specific information on the development and evaluation of patient/family engagement in health care improvement for populations with limited English proficiency (LEP) is lacking. Objectives We sought to provide information for use by other health care organizations aiming to engage LEP populations through advisory groups. Methods Informed by community-based research principles, we formed a family advisory board of LEP Latino families and conducted a multimodal evaluation of initial implementation and partnership development. Results The board met process measures goals for sustained engagement of LEP families and for establishing a group structure and process. Board outcomes included contributions to clinic educational materials and initiation of a project to increase the child friendliness of the physical space. Mothers on the board reported satisfaction with their participation. Conclusions We successfully sustained engagement of LEP Latino families in health care improvement using an advisory board. To promote patient-centered care and address health care disparities, LEP populations should be included in patient engagement programs. PMID:26639378

  13. Qualitative evaluation of mental health services for clients with limited English proficiency

    PubMed Central

    2013-01-01

    Background To meet federal requirements under Title VI of the Civil Rights Act, the state of California instituted policies requiring that comprehensive mental health services in native languages be made available to limited English proficiency (LEP) populations when concentrations exceed “threshold” levels. Methods This paper builds on promising results from quantitative evaluations by reporting on qualitative interviews with Latino and Vietnamese LEP clients in mental health services (N = 20) to examine the awareness, impact, and implications of these threshold language policies. Results Results suggest that, while individuals are often not aware of the policies themselves, the language-related services they receive that are prompted by the policies are critical to treatment initiation and retention. Results also convey the complexities of using interpreters for sensitive psychological topics, and suggest that, for LEP individuals seeking mental health treatment, providers who speak their native languages are generally preferred. Conclusions Access to language-appropriate services seems to be an important part of why LEP populations seek mental health treatment. However, there are multiple variables that factor into the usage and usefulness of such services. PMID:24295426

  14. Pragmatic and Grammatical Competence, Length of Residence, and Overall L2 Proficiency

    ERIC Educational Resources Information Center

    Xu, Wei; Case, Rod E.; Wang, Yu

    2009-01-01

    This study examines the influence of length of residence in the target language community and overall L2 proficiency on L2 pragmatic competence with a reference to L2 grammatical competence. Participants were 126 international students in the US with two academic levels of English proficiency from 17 countries, speaking 20 languages. A…

  15. Saudi English-Major Undergraduates' Academic Writing Problems: A Taif University Perspective

    ERIC Educational Resources Information Center

    Al-Khairy, Mohamed Ali

    2013-01-01

    This study attempted to investigate Saudi English-major undergraduates studying at Taif University to identify a) the types of academic writing Saudi English-major undergraduates carry out at English departments, b) Saudi English-major undergraduates' writing problems, c) the reasons behind Saudi English-major undergraduates' writing problems and…

  16. Identifying Gaps in Academic Writing of ESL Students

    ERIC Educational Resources Information Center

    Giridharan, Beena

    2012-01-01

    There is growing evidence that the lack of competence of university ESL (English as a second language) students in academic writing affects their overall academic performance. Olivas and Li (2006) connected low second-language proficiency levels in English to poor academic performance of international students studying at both university and…

  17. Strategies To Improve the Self-Esteem of Ninth and Tenth Grade Haitian Limited English Proficient Students through a Self-Concept Program.

    ERIC Educational Resources Information Center

    Bien-Aime, Joseph C.

    In response to a situation in which limited-English-proficient Haitian students were found to have behavior problems, anxiety, depression, low motivation, low energy, and underachievement, attributed to low self-esteem, a project was undertaken to improve student self-concept and achievement. Ninth- and tenth-grade Haitian English-as-a-Second…

  18. Job-Related Language Training for Limited English Proficient Employees: A Handbook for Program Developers and A Guide for Decision Makers in Business and Industry.

    ERIC Educational Resources Information Center

    Thomas, Robert J.; And Others

    This two-part manual is designed to assist employers who desire to retain, promote, or retrain their limited-English-proficient (LEP) workforce to meet the challenge of training and adaptation to job restructuring. This document contains manuals for both English-as-a-Second-Language (ESL) program developers and business/industry decision makers.…

  19. English Language Proficiency and Test Performance: An Evaluation of Bilingual Students with the Woodcock-Johnson III Tests of Cognitive Abilities

    ERIC Educational Resources Information Center

    Sotelo-Dynega, Marlene; Ortiz, Samuel O.; Flanagan, Dawn P.; Chaplin, William F.

    2013-01-01

    In this article, we report the findings of an exploratory empirical study that investigated the relationship between English Language Proficiency (ELP) on performance on the Woodcock-Johnson Tests of Cognitive Abilities-Third Edition (WJ III) when administered in English to bilingual students of varying levels of ELP. Sixty-one second-grade…

  20. Proyecto para la participacion de los padres de los estudiantes con competencia limitada en ingles (LEP) (Limited English Proficient (LEP) Parent Involvement Project).

    ERIC Educational Resources Information Center

    Pecoraro, Diane; Phommasouvanh, Bounlieng

    The Limited English Proficient (LEP) Parent Involvement Project, a collaborative project between two state agencies, aims to help refugee and immigrant parents to be effective in their new American culture. Materials are provided that were developed for use in various adult education settings such as English-as-a-Second-Language (ESL) classes,…

  1. The Effects of Classroom Interaction Patterns and Student Characteristics on the Acquisition of Proficiency in English as a Second Language. Summary Report.

    ERIC Educational Resources Information Center

    Stone, Meredith K.; McDonald, Frederick J.

    A study to determine the effects of certain teaching methods on English proficiency is summarized. Participants were students and teachers of English as a second language at the West New York (New Jersey) Adult Learning Center. A pretest, observation, post test design was used. Data on student background characteristics such as age, sex, previous…

  2. Emergency Immigration Education Act Programs. Summer ESL Welcome Program for Students of Limited English Proficiency, Summer Bilingual Program, Projects Omega, Wise, and Bell. Summer 1994. OER Report.

    ERIC Educational Resources Information Center

    Roman, Elliott M.

    The Emergency Immigration Education Act supported three distinct programs in New York City in the summer of 1994: (1) the Summer English as a Second Language (ESL) Welcome Program for Students of Limited English Proficiency; (2) the Summer Bilingual Program; and (3) Projects Omega, Wise, and Bell. The projects served 3,443 students in all. The…

  3. Effects of Curriculum and Teacher Professional Development on the Language Proficiency of Elementary English Language Learner Students in the Central Region. Final Report. NCEE 2012-4013

    ERIC Educational Resources Information Center

    Arens, Sheila A.; Stoker, Ginger; Barker, Jane; Shebby, Susan; Wang, Xin; Cicchinelli, Lou F.; Williams, Jean M.

    2012-01-01

    This study responds to regional and national needs by examining the impact on students' English language proficiency of a particular set of ELL-specific classroom materials in combination with a specific teacher professional development program. The classroom materials used in this study, entitled On Our Way to English (OWE), were authored by…

  4. On Wine, Cheese, and the Superlative Role of Time in the Acquisition of English as a Second Language

    ERIC Educational Resources Information Center

    Hermann, Frank W.

    2004-01-01

    Insufficient exposure to the modalities of English is, in this author's opinion, the principal reason underlying the poor academic performance of so many students with limited English proficiency. According to a recent report from Stanford University researchers, basic oral proficiency in English (the variety needed to function smoothly in…

  5. A Review of the Literature on Teaching Academic English to English Language Learners

    ERIC Educational Resources Information Center

    DiCerbo, Patricia A.; Anstrom, Kristina A.; Baker, Lottie L.; Rivera, Charlene

    2014-01-01

    Academic English (AE) refers to the language used in school to help students acquire and use knowledge. This article reviews current literature to determine what is known about the nature of AE within the context of K-12 schooling. It describes how AE is conceptualized in the education research literature, how these conceptualizations are realized…

  6. The effects of L2 proficiency level on the processing of wh-questions among Dutch second language speakers of English

    PubMed Central

    Jackson, Carrie N.; van Hell, Janet G.

    2012-01-01

    Using a self-paced reading task, the present study explores how Dutch-English L2 speakers parse English wh-subject-extractions and wh-object-extractions. Results suggest that English native speakers and highly-proficient Dutch-English L2 speakers do not always exhibit measurable signs of on-line reanalysis when reading subject- versus object-extractions in English. However, less-proficient Dutch-English L2 speakers exhibit greater processing costs on subject-extractions relative to object-extractions, similar to previously reported findings (e.g., Dussias and Piñar, forthcoming; Juffs 2005; Juffs and Harrington 1995). These findings are discussed in light of relevant research surrounding on-line processing among L2 speakers and their ability to adopt native-like processing patterns in the L2. PMID:22888175

  7. Accent, Perpetual Foreigner Stereotype, and Perceived Discrimination as Indirect Links between English Proficiency and Depressive Symptoms in Chinese American Adolescents

    PubMed Central

    Kim, Su Yeong; Wang, Yijie; Deng, Shiying; Alvarez, Rocio; Li, Jing

    2010-01-01

    The current study uses Garcia Coll et al.'s (1996) developmental competence model of ethnic minority children and Kim's (1999) Racial Triangulation Theory as frameworks for investigating the mechanisms whereby early adolescent English proficiency relates to perceived discriminatory experiences and adolescent depressive symptoms. Data from 444 adolescents (239 girls and 205 boys, with a mean age of 13.0 for Wave 1 and 17.0 for Wave 2) and their parents living in major metropolitan areas of Northern California were collected. The structural equation modeling analyses indicate that self-reported low levels of English proficiency among Chinese American adolescents in middle school are related to these same students later reporting that they speak English with an accent in high school, which in turn relates significantly to their perceiving that they have been stereotyped as perpetual foreigners. For girls, a perpetual foreigner stereotype relates to perceptions of chronic daily discrimination, increasing the risk of depressive symptoms. For boys, the path is different: a perpetual foreigner stereotype is apparently related to discriminatory victimization experiences, which increase the risk of depressive symptoms. PMID:21244164

  8. The Academic English Language Needs of Industrial Design Students in UiTM Kedah, Malaysia

    ERIC Educational Resources Information Center

    Adzmi, Nor Aslah; Bidin, Samsiah; Ibrahim, Syazliyati; Jusoff, Kamaruzaman

    2009-01-01

    The purpose of this study was to analyse the academic English language lacks and needs of Industrial Design students in Universiti Teknologi MARA Kedah (UiTM). It highlights the lacks and needs for English for Academic Purposes in helping the students to succeed in the program through the usage of English language. The research tools used were in…

  9. Helping ELLs Meet Standards in English Language Arts and Science: An Intervention Focused on Academic Vocabulary

    ERIC Educational Resources Information Center

    August, Diane; Artzi, Lauren; Barr, Christopher

    2016-01-01

    The Common Core State Standards and the Next Generation Science Standards require students to understand and produce academic language that appears in informational text. Vocabulary is a critical domain of academic language, but English language learners (ELLs) come to the English Language Arts classroom with more limited English vocabulary than…

  10. Organizing Academic and Communication Task Components Using a Model of Language Proficiency.

    ERIC Educational Resources Information Center

    Luetke-Stahlman, Barbara

    1989-01-01

    The Cummins model of language proficiency is applied to analyzing communication tasks for hearing-impaired students. The model has been found to facilitate individualization in situations where teachers are required to modify lessons spontaneously. (DB)

  11. Reclassification of English Learner Students in California. Technical Appendices

    ERIC Educational Resources Information Center

    Hill, Laura E.; Weston, Margaret; Hayes, Joseph M.

    2014-01-01

    Former English Learner students who have improved their facility with English to such a degree that they have been reclassified by their school districts as fluent in the English language are among the best performing students in the state. Because these Reclassified Fluent English Proficient (RFEP) students have much better academic outcomes than…

  12. The Influence of Classroom Drama on English Learners' Academic Language Use during English Language Arts Lessons

    ERIC Educational Resources Information Center

    Anderson, Alida; Loughlin, Sandra M.

    2014-01-01

    Teacher and student academic discourse was examined in an urban arts-integrated school to better understand facilitation of students' English language learning. Participants' discourse was compared across English language arts (ELA) lessons with and without classroom drama in a third-grade classroom of English learning (EL) students (N =…

  13. Learning English through Bilingual Instruction. Final Report.

    ERIC Educational Resources Information Center

    Fillmore, Lily Wong; And Others

    A three-year research project investigated the effects of instructional practices and patterns of language use in bilingual and English-only classrooms on general academic development and the development of English language skills by limited-English-proficient students, especially those skills needed to participate fully in the society's schools.…

  14. Reading English for Academic Purposes--What Situational Factors May Motivate Learners to Read?

    ERIC Educational Resources Information Center

    Huang, Shu-Chen

    2006-01-01

    This study, situated in an English as a Foreign Language (EFL) context where non-English major college learners are usually required to read content-area textbooks in English, tried to determine what motivates students to engage in English for Academic Purposes (EAP) reading activities. Three student informants were invited to reflect on their own…

  15. Theory to Practice: Cultivating Academic Language Proficiency in Developmental Reading Classrooms

    ERIC Educational Resources Information Center

    Neal, Heather N.

    2015-01-01

    Academic language plays a key role in reading comprehension, disciplinary thinking, and overall academic success. However, many approaches to teaching academic language, such as a focus on academic vocabulary, overlook other language features that can pose challenges for students. Systemic Functional Linguistics (SFL), arguably one of the three…

  16. Improving communication between health-care professionals and patients with limited English proficiency in the general practice setting.

    PubMed

    Attard, Melanie; McArthur, Alexa; Riitano, Dagmara; Aromataris, Edoardo; Bollen, Chris; Pearson, Alan

    2015-01-01

    Quality service provision and patient safety and satisfaction in encounters with health-care professionals relies on effective communication between the practitioner and patient. This study aimed to identify effective practices for improving communication between clinical staff in general practice and patients with limited English proficiency, and to promote their implementation in general practice. Effective interventions and strategies were identified from a review of international research. Experiences with their use in practice were explored via focus group discussions with general practitioners and practice nurses. The results suggest that, wherever possible, communication in the patient's primary language is preferable; use of a qualified medical interpreter should be promoted, and practices should have a standardised and documented procedure for accessing interpreter services. General practice staff must increase their awareness about services that are available to facilitate communication with patients with limited English proficiency, and also develop attitudes, both individual and organisational, that will maximise the effectiveness of these strategies. These findings were used to develop brief, evidence-based practice guidelines that were disseminated to focus group participants for evaluation of utility and general feedback. This evidence-based guidance is now available to assist clinical and administrative general practice staff across regional and metropolitan South Australia.

  17. The Relationship between Neighborhood Immigrant Composition, Limited English Proficiency, and Late-Stage Colorectal Cancer Diagnosis in California

    PubMed Central

    Mojica, Cynthia M.; Glenn, Beth A.; Chang, Cindy; Bastani, Roshan

    2015-01-01

    Despite the availability of effective early detection technologies, more than half (61%) of colorectal cancers in the United States and 55% in California are identified at an advanced stage. Data on colorectal cancer patients (N = 35,030) diagnosed from 2005 to 2007 were obtained from the California Cancer Registry. Multivariate analyses found a relationship among neighborhood concentration of recent immigrants, neighborhood rates of limited English proficiency, and late-stage colorectal cancer diagnosis. Hispanics living in neighborhoods with a greater percentage of recent immigrants (compared to the lowest percentage) had greater odds (OR 1.57, 95% CI 1.22, 2.02) of late-stage diagnosis whereas Hispanics living in neighborhoods with the highest percentage of limited English proficiency (compared to the lowest percentage) had lower odds (OR .71, 95% CI .51, .99) of late-stage diagnosis. These relationships were not observed for other ethnic groups. Results highlight the complex relationship among race/ethnicity, neighborhood characteristics, and colorectal cancer stage at diagnosis. PMID:26504808

  18. Establishing Medical Students' Cultural and Linguistic Competence for the Care of Spanish-Speaking Limited English Proficient Patients.

    PubMed

    Vela, Monica; Fritz, Cassandra; Jacobs, Elizabeth A

    2016-09-01

    Limited English proficient (LEP) patients are at risk of disparities in health and health care quality. These disparities can be mitigated by providing care in a language they understand. Undergraduate medical education provides an opportunity to stress that language barriers negatively impact the quality and safety of health care for LEP patients and to teach students how to overcome them. Because the preponderance of LEP patients in the USA is Spanish speaking, the majority of US medical schools have established medical Spanish coursework for interested students. However, 70 % of medical schools note significant obstacles to delivering this curriculum. The most commonly cited obstacles include a lack of time to deliver it, heterogeneous student skill levels, and insufficient faculty support. We also note that educators need to make sure not to propagate disparities and medical errors for LEP patients. We provide recommendations for establishing medical students' linguistic and cultural competence for the care Spanish-speaking limited English proficiency patients, with the caution that this instruction must be coupled with education as to when to call on an interpreter if participants are not fluent in Spanish at the end of the course. PMID:27294744

  19. Options for English Language Learners

    ERIC Educational Resources Information Center

    Minaya-Rowe, Liliana

    2008-01-01

    Between 69 percent and 90 percent of English language learners (ELLs) in middle and high schools were born in the United States and have been in U.S. schools since kindergarten still have not achieved the academic proficiency to succeed in an all-English mainstream program. Various ELL program options are available for school districts to…

  20. Assessing English Language Learners' Opportunity to Learn Mathematics: Issues and Limitations

    ERIC Educational Resources Information Center

    Abedi, Jamal; Herman, Joan

    2010-01-01

    Background/Context: English language learner (ELL) students are lagging behind because of the extra challenges they face relative to their peers in acquiring academic English language proficiency, and the added burden of learning content in a language in which they are not proficient. The mandated inclusion of ELL students in the nation's…

  1. Developing the Assessment Literacy of University Proficiency Test Users

    ERIC Educational Resources Information Center

    O'Loughlin, Kieran

    2013-01-01

    The rapidly increasing use of English language proficiency test scores by universities around the world to select international students has resulted in a range of admissions, marketing, academic and teaching support staff interacting with the tests in different ways. To date, there has been little research investigating the assessment literacy…

  2. Prospects: The Congressionally Mandated Study of Educational Growth and Opportunity. First Year Report on Language Minority and Limited English Proficient Students.

    ERIC Educational Resources Information Center

    Moss, Marc; Puma, Michael

    This report presents descriptive findings from the Language Minority/Limited English Proficiency Student Supplement of "Prospects," a six-year longitudinal evaluation concerning the impact of federal Chapter 1 programs. These programs provide supplemental instruction to low-achieving elementary and secondary school students in low-income schools.…

  3. The Effects of Paper-Based Portfolios and Weblog-Based Electronic Portfolios on Limited English Proficiency Students in Writing for Service Industry Course

    ERIC Educational Resources Information Center

    Wanchid, Raveewan; Charoensuk, Valaikorn

    2015-01-01

    The purposes of this study were to investigate the effects of the use of paper-based and weblog-based electronic portfolios on the writing achievement of limited English proficiency students, to survey the students' attitudes towards the use of the portfolio assessment, and to compare the viewpoints of the students in the control and experimental…

  4. Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas. NBER Working Paper No. 18197

    ERIC Educational Resources Information Center

    Chin, Aimee; Daysal, N. Meltem; Imberman, Scott A.

    2012-01-01

    Texas requires a school district to offer bilingual education when its enrollment of limited English proficient (LEP) students in a particular elementary grade and language is twenty or higher. Using school panel data, we find a significant increase in the probability that a district offers bilingual education above this 20-student cutoff. Using…

  5. Characteristics of Limited English Proficient Hispanic Students in Programs for the Learning Disabled: Implications for Policy, Practice and Research. Part I. Report Summary.

    ERIC Educational Resources Information Center

    Ortiz, Alba A., Ed.; Polyzoi, Eleoussa, Ed.

    An exploratory and descriptive study is reviewed which examined the identification and placement of 334 limited English proficient Hispanic students (grades 2-5) in learning disability programs. Ss' eligibility folders were examined to determine why they had been referred initially, how they were assessed, and to document the initial placement…

  6. The Development of Instructional Materials for Vocational Personnel Serving Students Who Are Speakers of Other Languages and Have Limited English Proficiency. Final Report.

    ERIC Educational Resources Information Center

    Adamsky, Richard A.; And Others

    The first part of this document provides a brief account of a project to develop learning modules on the microcomputer and the microscope for use with limited English-proficient speakers of other languages who are enrolled in vocational education courses. The bulk of the document consists of appendixes presenting the modules themselves. The…

  7. A Descriptive Analysis of Enrollment and Achievement among Limited English Proficient Students in New Jersey. Summary. Issues & Answers. REL 2012-No. 108

    ERIC Educational Resources Information Center

    O'Conner, Rosemarie; Abedi, Jamal; Tung, Stephanie

    2012-01-01

    This study describes enrollment and achievement trends of limited English proficient (LEP) students in New Jersey public schools between 2002/03 and 2008/09. It documents achievement gaps between LEP and general education students in language arts literacy and math. The study's main findings include: (1) From 2002/03 to 2008/09, LEP student…

  8. The Role of Educational Technology in the Education of Limited English Proficient Students. New Focus No. 9. Occasional Papers in Bilingual Education.

    ERIC Educational Resources Information Center

    Cohen, Linda M.

    Significant advances in hardware and software have increased the possible applications for educating limited-English-proficient students. Two major studies have focused on technology and its relationship to the education of this population. There is a great diversity of hardware currently in use in schools, either stand-alone computers or computer…

  9. A Descriptive Analysis of Enrollment and Achievement among Limited English Proficient Students in New Jersey. Issues & Answers. REL 2012-No. 108

    ERIC Educational Resources Information Center

    O'Conner, Rosemarie; Abedi, Jamal; Tung, Stephanie

    2012-01-01

    This study describes enrollment and achievement trends of limited English proficient (LEP) students in New Jersey public schools between 2002/03 and 2008/09. It documents achievement gaps between LEP and general education students in language arts literacy and math. The study's main findings include: (1) From 2002/03 to 2008/09, LEP student…

  10. Limited English Proficient Students: Exit Rates for 2008-09 Cohort. Data Trends. D&A Report No. 13.01

    ERIC Educational Resources Information Center

    Huebeler, Amy; Lenard, Matt

    2013-01-01

    Exit rates from Limited English Proficiency (LEP) for students who enter the Wake County Public School System (WCPSS) as LEP students vary by when students enter WCPSS (based on students entering in kindergarten, grade 6 or 7, or grade 9). Based on our 2008-09 cohorts, students entering in grades 6 or 7 were most likely to exit LEP status after…

  11. The Influence of Cross-Linguistic Input and L2 Proficiency on L2 Reading Comprehension among Spanish-Speaking Adults Learning English as a Second Language

    ERIC Educational Resources Information Center

    Rodriguez, Astrid Sussette

    2010-01-01

    Developing literacy and language proficiency in English is essential to thrive in school and in the workforce in American society. Research on cross-linguistic influences on text-level skills is scant, especially studies investigating reading comprehension among language-minority adults. The present study investigated the effects of…

  12. A Comparison of Two Standardized Reading and Mathematics Achievement Tests in the Native Language for Hispanic Limited-English-Proficient Students.

    ERIC Educational Resources Information Center

    Rosa, Carlos M.; And Others

    A study was undertaken to examine psychometric properties of "La Prueba Riverside de Realizacion en Espanol" (PRRE) and the "Spanish Assessment of Basic Education" (SABE) when administered to a sample of limited-English-proficient students, grades 1 through 8. Spanish-language versions of both tests were used for the study. Subjects included a…

  13. Syntactic Boundaries and the Mechanics of Written Academic English: A Workshop for Teachers

    ERIC Educational Resources Information Center

    Behrens, Susan; Mercer, Cindy

    2011-01-01

    The academic demands of classroom English require students to think about language structure in ways that they are not used to. Everybody "knows" much English grammar intuitively but the academic rules themselves can be difficult to articulate. This goes for punctuation, too: errors often reflect students' lack of explicit knowledge of grammatical…

  14. Convergent and Divergent Computer-Mediated Communication Tasks in an English for Academic Purposes Course

    ERIC Educational Resources Information Center

    Jackson, Daniel O.

    2011-01-01

    This article describes the implementation of technology-mediated tasks in an English for academic purposes (EAP) curriculum at a Japanese university. The course addressed the needs of English majors at the school by enabling more efficient completion of academic work, including essay writing. One way that technology supported this goal was through…

  15. Language, Content and Skills in the Testing of English for Academic Purposes.

    ERIC Educational Resources Information Center

    Gamaroff, R.

    1998-01-01

    A study investigated the consistency of criteria for academic English skills as applied by teachers of academic English and science lecturers in a South African historically black university. Both groups were asked to evaluate first-year students' essays on the greenhouse effect. Results indicated a wide variation in scores and judgments within…

  16. Why do some countries publish more than others? An international comparison of research funding, English proficiency and publication output in highly ranked general medical journals.

    PubMed

    Man, Jonathan P; Weinkauf, Justin G; Tsang, Monica; Sin, Don D

    2004-01-01

    National factor(s) influencing publication output in the highest ranked medical journals are largely unknown. We sought to examine the relationship between national research funding and English proficiency on publication output. We identified all original research articles appearing in the five highest ranked general medical journals between 1997 and 2001. Using the country of the corresponding author as the source nation for each article, we determined a standardized publication rate across developed nations. We used multiple regression techniques to determine the influence of national expenditures on research and scores from the Test of English as a Foreign Language (TOEFL), a surrogate for English proficiency, on publication output. There was a significant relationship of national spending on research and TOEFL scores to publication output of developed countries (p = 0.04; p < 0.01, respectively). These two variables explained approximately 71.5% of the variation in publication rate across developed nations around the world (R = 0.85; p < 0.01). Normalized for population size, English-speaking nations and certain northern European countries such as Denmark, The Netherlands, Switzerland, and Sweden had the highest rate of publication in the five highest ranked general medical journals, while Asian countries had generally low rates of publication. Research spending and English proficiency were strongly associated with publication output in the highest ranked general medical journals. While these data cannot be considered definitive due to their observational nature, they do suggest that for English-language medical journals, research funding and English proficiency may be important determinants of publication.

  17. A Basic Engineering English Word List for Less Proficient Foundation Engineering Undergraduates

    ERIC Educational Resources Information Center

    Ward, Jeremy

    2009-01-01

    This paper concerns the teaching of English to learners who are studying, or will soon study, engineering and who are expected to do at least part of their studying through textbooks written in English. Such students, especially in universities in developing countries, often find themselves very poorly equipped by their secondary education for…

  18. How Deaf American Sign Language/English Bilingual Children Become Proficient Readers: An Emic Perspective

    ERIC Educational Resources Information Center

    Mounty, Judith L.; Pucci, Concetta T.; Harmon, Kristen C.

    2014-01-01

    A primary tenet underlying American Sign Language/English bilingual education for deaf students is that early access to a visual language, developed in conjunction with language planning principles, provides a foundation for literacy in English. The goal of this study is to obtain an emic perspective on bilingual deaf readers transitioning from…

  19. English Proficiency Requirements at BC Post-Secondary Institutions: Challenges Posed for Students. Research Results

    ERIC Educational Resources Information Center

    Cooke, Jim

    2011-01-01

    This newsletter presents key observations from a review of BC post-secondary institutional websites undertaken to assess any differences in admission requirements for entry into standard First Year English courses and in institutional English admission requirements. Recommendations are made on possible actions that could be taken to clarify…

  20. Enhancing the Interpretability of the Overall Results of an International Test of English-Language Proficiency

    ERIC Educational Resources Information Center

    Papageorgiou, Spiros; Morgan, Rick; Becker, Valerie

    2015-01-01

    The purpose of this study was to enhance the meaning of the scores of an English-language test by developing performance levels and descriptors for reporting overall test performance. The levels and descriptors were intended to accompany the total scale scores of TOEFL Junior® Standard, an international test of English as a second/foreign…

  1. English Proficiency Required for Puerto Rican Students to Succeed in University Studies

    ERIC Educational Resources Information Center

    Gonzalez-Iznaga, Rene

    2013-01-01

    Ninety percent of Puerto Rican public school students who graduate from high school lack the basic English skills needed to succeed in university studies. This lack may be the result of Spanish being used as the major language of instruction at all levels in the public school system; when students graduate, they are limited English proficient…

  2. Widening Participation and English Language Proficiency: A Convergence with Implications for Assessment Practices in Higher Education

    ERIC Educational Resources Information Center

    Murray, Neil

    2013-01-01

    The widening participation agenda has important implications for those in English-medium higher education institutions responsible for the provision of English language support. Importantly, given the diverse nature of the "non-traditional" student cohort that is the focus of this agenda, that section of the student population…

  3. The Role of Peer Facilitator in Enhancing English Language Proficiency in a Simulated Environment

    ERIC Educational Resources Information Center

    Ismail, Nur Salina; Atek, Engku Suhaimi Engku; Azmi, Mohd Nazri Latiff; Mohamad, Mahani

    2015-01-01

    For many learners, language class can be anxiety-provoking than other courses. Mostly, university students are seen to have language anxiety especially in their second language learning. They tend to be nervous when using English language in the formal situation like in classroom. English Outdoor Programme (EOP) in 2011 as part of informal setting…

  4. The Exploration of an Appropriate Strategy of College English Instruction in China

    ERIC Educational Resources Information Center

    Yan, Jiaolan; Ding, Guangwei

    2013-01-01

    College English (CE), a required course for college and university's students in China, plays a significant role in students' academic performance and future career success. The quality of College English instruction contributes to students' outcomes of English proficiency. Writing, as an important outcome of students' English learning, is an…

  5. Academic Spaces, Computer Technologies, and Difference: Toward a Multidisciplinary Approach to Academic Participation of Nonnative English Speaking Students

    ERIC Educational Resources Information Center

    Nincic, Vera

    2007-01-01

    The growing trend of the internationalization of universities has provoked an interest in the academic participation of students coming from non-English speaking universities. Fashioned by theory and research as a group with "problems", nonnative English speakers are depicted as in constant need for help, and unsatisfied with Western academic…

  6. Language Learning in the American Southwestern Borderlands: Navajo Speakers and Their Transition to Academic English Literacy.

    ERIC Educational Resources Information Center

    Dyc, Gloria

    2002-01-01

    The Navajo Nation wants a 2-year Navajo language requirement for regional colleges. At the same time, literacy in academic English is required for Navajo students wishing to enter the sciences, medicine, and law. The difficulties students face as they make the transition from English to Navajo and from Navajo to English are described. Four…

  7. English-language acculturation predicts academic performance in nursing students who speak English as a second language.

    PubMed

    Salamonson, Yenna; Everett, Bronwyn; Koch, Jane; Andrew, Sharon; Davidson, Patricia M

    2008-02-01

    Students who speak English as a second language (ESL) face considerable challenges in English language universities, but little is known about the relationship between English-language acculturation and academic performance. A prospective, correlational design was used to validate the English Language Acculturation Scale (ELAS), a measure of the linguistic aspect of acculturation, and to determine the relationship between English-language acculturation and academic achievement among 273 first-year nursing students. Exploratory factor analyses demonstrated that the ELAS was a valid and reliable measure (alpha = .89). When ELAS scores were examined in relation to students' grades, students with the lowest ELAS scores also had the lowest mean subject grades, highlighting the need to place greater emphasis on identifying English-language acculturation among ESL students.

  8. The Development and Validation of the "Academic Spoken English Strategies Survey (ASESS)" for Non-Native English Speaking Graduate Students

    ERIC Educational Resources Information Center

    Schroeder, Rui M.

    2016-01-01

    This study reports on the three-year development and validation of a new assessment tool--the Academic Spoken English Strategies Survey (ASESS). The questionnaire is the first of its kind to assess the listening and speaking strategy use of non-native English speaking (NNES) graduate students. A combination of sources was used to develop the…

  9. Measuring Attitudinal Change: A Sociolinguistic and Psycholinguistic Investigation into Perceptions of African American English and Academic English

    ERIC Educational Resources Information Center

    Latterman, Caroline Kennelly

    2013-01-01

    This experiment measured teachers' attitudes towards African American English and Academic English. Participants were graduate students of Education at a college in New York City. They completed a paper-and-pencil questionnaire that assessed their explicit attitudes towards the two varieties, as well as a Psycholinguistic Experiment that was…

  10. Corpus of High School Academic Texts (COHAT): Data-Driven, Computer Assisted Discovery in Learning Academic English

    ERIC Educational Resources Information Center

    Bohát, Róbert; Rödlingová, Beata; Horáková, Nina

    2015-01-01

    Corpus of High School Academic Texts (COHAT), currently of 150,000+ words, aims to make academic language instruction a more data-driven and student-centered discovery learning as a special type of Computer-Assisted Language Learning (CALL), emphasizing students' critical thinking and metacognition. Since 2013, high school English as an additional…

  11. Metacognitive Awareness and Strategy Use in Academic English Reading among Adult English as a Second Language (ESL) Students

    ERIC Educational Resources Information Center

    Iwai, Yuko

    2009-01-01

    This mixed method research study explored the role of metacognitive awareness in reading among adult English as a Second Language (ESL) students of various academic levels enrolled in a university in the southeastern part of the United States of America while engaged in academic reading. In addition, this study examined metacognitive reading…

  12. How deaf American Sign Language/English bilingual children become proficient readers: an emic perspective.

    PubMed

    Mounty, Judith L; Pucci, Concetta T; Harmon, Kristen C

    2014-07-01

    A primary tenet underlying American Sign Language/English bilingual education for deaf students is that early access to a visual language, developed in conjunction with language planning principles, provides a foundation for literacy in English. The goal of this study is to obtain an emic perspective on bilingual deaf readers transitioning from learning to read to reading to learn. Analysis of 12 interactive, semi-structured interviews identified informal and formal teaching and learning practices in ASL/English bilingual homes and classrooms. These practices value, reinforce, and support the bidirectional acquisition of both languages and provide a strong foundation for literacy.

  13. The relationship between language proficiency and attentional control in Cantonese-English bilingual children: evidence from Simon, Simon switching, and working memory tasks

    PubMed Central

    Tse, Chi-Shing; Altarriba, Jeanette

    2014-01-01

    By administering Simon, Simon switching, and operation-span working memory tasks to Cantonese-English bilingual children who varied in their first-language (L1, Cantonese) and second-language (L2, English) proficiencies, as quantified by standardized vocabulary test performance, the current study examined the effects of L1 and L2 proficiency on attentional control performance. Apart from mean performance, we conducted ex-Gaussian analyses to capture the modal and positive-tail components of participants' reaction time distributions in the Simon and Simon switching tasks. Bilinguals' L2 proficiency was associated with higher scores in the operation span task, and a shift of reaction time distributions in incongruent trials, relative to congruent trials (Simon effect in μ), and the tail size of reaction time distributions (τ) regardless of trial types in the Simon task. Bilinguals' L1 proficiency, which was strongly associated with participants' age, showed similar results, except that it was not associated with the Simon effect in μ. In contrast, neither bilinguals' L1 nor L2 proficiency modulated the global switch cost or local switch cost in the Simon switching task. After taking into account potential cognitive maturation by partialling out the participants' age, only (a) scores in the working memory task and (b) RT in incongruent trials and (c) Simon effect in μ in the Simon task could still be predicted by bilinguals' L2 proficiency. Overall, the current findings suggest that bilingual children's L2 proficiency was associated with their conflict resolution and working memory capacity, but not goal maintenance or task-set switching, when they performed the cognitive tasks that demanded attentional control. This was not entirely consistent with the findings of college-age bilinguals reported in previous studies. PMID:25232345

  14. Using Non-Finites in English Academic Writing by Chinese EFL Students

    ERIC Educational Resources Information Center

    Yang, Bingjun

    2014-01-01

    Frequent use of non-finites is an important feature of English academic writing (Chafe & Danielewicz, 1987), but teachers and students in the Chinese environment are not aware of it. To investigate the problems that can be found in academic writings by Chinese students is significant in two aspects: academic writing by Chinese EFL students…

  15. An Investigation of Learning Transfer in English-for-General-Academic-Purposes Writing Instruction

    ERIC Educational Resources Information Center

    James, Mark Andrew

    2010-01-01

    This case study involved a detailed examination of learning transfer from an English-for-general-academic-purposes writing course to tasks that involve writing in other academic courses. Data were gathered over one academic year from 11 students enrolled in the writing course. These students participated in a series of interviews and provided…

  16. The Secondary School English Language Reading Curriculum: A Teacher's Perceptions

    ERIC Educational Resources Information Center

    Abdullah, Hazlina; Rahman, Nik Suryani Nik Abdul; Adnan, Airil Haimi Mohd

    2012-01-01

    In Malaysia, the issue of weak and non-proficient graduates is a pressing matter. This implies that they are not well-equipped to cope with academic literacy, which is closely related to their language proficiency, as the main medium of instruction at most higher institutions is the English language. At this level, reading is the essence of…

  17. Help! They Don't Speak English Starter Kit for Primary Teachers. A Resource Guide for Educators of Limited English Proficient Migrant Students, Grades Pre-K-6. Third Edition.

    ERIC Educational Resources Information Center

    State Univ. of New York, Oneonta. Coll. at Oneonta. Eastern Stream Center on Resources and Training.

    This new edition provides helpful information to busy mainstream teachers seeking practical advice on how they can more effectively include, instruct, and nurture limited-English-proficient (LEP) migrant students. Most of the strategies promoted are recommended for all students, not just LEP students. Chapter 1 presents cultural information to…

  18. Investigating the Measurement of Grammatical Knowledge and Civics Content Knowledge in the Context of an English-for Specific-Purposes Program Designed for Adult Learners with Low English Proficiency

    ERIC Educational Resources Information Center

    Dakin, Jee Wha

    2010-01-01

    In the context of adult learners with low English proficiency enrolled in an organization offering instruction in both language and civics content, the purpose of the study was to determine. (1) the nature of grammatical knowledge in the context in the learners' second language (L2) and the nature of civics content knowledge in the learners' first…

  19. The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners

    ERIC Educational Resources Information Center

    August, Diane; Branum-Martin, Lee; Cardenas-Hagan, Elsa; Francis, David

    2010-01-01

    The goal of this study was to assess the effectiveness of an intervention--Quality English and Science Teaching (QuEST)--designed to develop the science knowledge and academic language of middle grades English language learners studying science in their second language and their English-proficient classmates. Both English language learners and…

  20. State Funding Mechanisms for English Language Learners

    ERIC Educational Resources Information Center

    Millard, Maria

    2015-01-01

    Research is clear that English language learners (ELLs) perform better academically and achieve greater language proficiency when they have high-quality English language instruction.1 Like all supplemental services, these necessary supports require additional funding above the average per-student amount. The federal government provides grant…

  1. Immersing the Library in English Language Learning

    ERIC Educational Resources Information Center

    Riley, Bobby

    2008-01-01

    The author relates how his school has a very active English Language Learner (ELL) program. ELL students typically have varying levels of social and academic language, but almost always have some English proficiency. Recently, his school established a Newcomer Program that drastically changed the school system. They acquired students lacking any…

  2. Effect of Developing Pragmatic Competence through Telecollaboration on Improving English as Foreign Language Learners' Writing Proficiency

    ERIC Educational Resources Information Center

    Rafieyan, Vahid; Rafieyan, Ali; Rafieyan, Navid; Rafieyan, Saeid; Rafieyan, Parvaneh; Rafieyan, Mohamad

    2015-01-01

    The very information structure of written communication depends not just on the writer's meaning and purpose but rather on the extent to which writer and reader share knowledge of pragmatic features of the language. To assess the actual effect of developing target language pragmatic competence through telecollaboration on improving English as…

  3. The Effects of Social Background, Spanish Use, and English Proficiency on Codeswitching Attitudes and Behavior.

    ERIC Educational Resources Information Center

    Fuentes, Jesus

    A study investigated the relationship between gender, age, and length of residence in the United States and codeswitching behavior, by looking at the attitudes of 133 Hispanic college students who are first-generation immigrants from a variety of countries. The subjects completed questionnaires concerning their English and Spanish language…

  4. Communicating with limited English proficiency (LEP) patients: question of health-care access.

    PubMed

    Murphy, Stephen

    2004-01-01

    In the United States, the ability to understand English plays an essential role in how well patients and health-care providers communicate. This article highlights the concerns of providers, differential health-care outcomes, and risk management concerns of providing health care in an increasingly diverse and polyglot population. PMID:15500018

  5. Gaming as Extramural English L2 Learning and L2 Proficiency among Young Learners

    ERIC Educational Resources Information Center

    Sylven, Liss Kerstin; Sundqvist, Pia

    2012-01-01

    Today, playing digital games is an important part of many young people's everyday lives. Claims have been made that certain games, in particular massively multiplayer online role-playing games (MMORPGs) provide L2 English learners with a linguistically rich and cognitively challenging virtual environment that may be conducive to L2 learning, as…

  6. English Language Proficiency and Employment: A Case Study of Bangladeshi Graduates in Australian Employment Market

    ERIC Educational Resources Information Center

    Roshid, Mohammod Moninoor; Chowdhury, Raqib

    2013-01-01

    Recent literature has suggested that the relationship between globalisation and the English language implicates employability in the job market. Although the effects are uneven in different occupational groups and in different countries, such relationship is growing in significance to policy makers. This paper has explored the hitherto unstudied…

  7. 76 FR 81958 - Notice of Submission of Proposed Information Collection to OMB; Limited English Proficiency...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-12-29

    ... URBAN DEVELOPMENT Notice of Submission of Proposed Information Collection to OMB; Limited English... is soliciting public comments on the subject proposal. This collection is essential to HUD selecting... translated materials and other programs that support the assistance of persons with limited...

  8. The Growth of English for Academic Communication in the Nordic Countries

    NASA Astrophysics Data System (ADS)

    Brock-Utne, Birgit

    2001-07-01

    This article discusses the danger of subtractive English in higher education in Norway. If the use of a mother tongue as the medium of communication at the highest academic levels ceases, is drastically reduced and replaced through the use of a foreign tongue, we may speak of subtractive learning. If the mother tongue is being replaced by a foreign tongue in academic writing, in research and university level teaching, the mother tongue will stagnate. The vocabulary needed has not been allowed to develop at the highest academic level. The author maintains that the Norwegian language is threatened as an academic language and here discusses the following five phenomena, all contributing to this threat: 1. The increasing use of English words in Norwegian academic, bureaucratic or technological language. 2. The sale of more academic literature in English and stagnation of academic literature in Norwegian. 3. The recruitment of teaching staff who do not speak Norwegian. 4. The growth in Master degree courses taught in English. 5. The financial rewards being given to academic staff publishing in an international language (read: English) instead of in the mother tongue.

  9. Examining the Relationship among Reading Curriculum-Based Measures, Level of Language Proficiency, and State Accountability Test Scores with Middle School Spanish-Speaking English Language Learners

    ERIC Educational Resources Information Center

    Stokes, Nicole Osterman

    2010-01-01

    The purpose of the present study was to examine the predictive ability of oral reading fluency (R-CBM) on a sixth grade high-stakes assessment with ELL and non-ELL students, as well as determine the average rate of growth on R-CBM and how that relates to level of English Proficiency. The participants in the current study included 350 sixth grade…

  10. The challenge of regional accents for aviation English language proficiency standards: a study of difficulties in understanding in air traffic control-pilot communications.

    PubMed

    Tiewtrakul, T; Fletcher, S R

    2010-02-01

    Although English has been the international aviation language since 1951, formal language proficiency testing for key aviation personnel has only recently been implemented by the International Civil Aviation Organization (ICAO). It aims to ensure minimum acceptable levels of English pronunciation and comprehension universally, but does not attend to particular regional dialect difficulties. However, evidence suggests that voice transmissions between air traffic controllers and pilots are a particular problem in international airspace and that pilots may not understand messages due to the influence of different accents when using English. This study explores the potential impact of 'non-native English' in pilot-air traffic control transmissions using a 'conversation analysis' technique to examine approach phase recordings from Bangkok International Airport. Results support that communication errors, defined by incidents of pilots not understanding, occur significantly more often when speakers are both non-native English, messages are more complex and when numerical information is involved. These results and their possible implications are discussed with reference to the development of ICAO's new language proficiency standards. Statement of Relevance: This study builds on previous work and literature, providing further evidence to show that the risks caused by language and linguistics in aviation must be explored more deeply. Findings are particularly contemporary and relevant today, indicating that recently implemented international standards would benefit from further exploratory research and development.

  11. High proficiency in a second language is characterized by greater involvement of the first language network: evidence from Chinese learners of English.

    PubMed

    Cao, Fan; Tao, Ran; Liu, Li; Perfetti, Charles A; Booth, James R

    2013-10-01

    The assimilation hypothesis argues that second language learning recruits the brain network for processing the native language, whereas the accommodation hypothesis argues that learning a second language recruits brain structures not involved in native language processing. This study tested these hypotheses by examining brain activation of a group of native Chinese speakers, who were late bilinguals with varying levels of proficiency in English, when they performed a rhyming judgment to visually presented English word pairs (CE group) during fMRI. Assimilation was examined by comparing the CE group to native Chinese speakers performing the rhyming task in Chinese (CC group), and accommodation was examined by comparing the CE group to native English speakers performing the rhyming task in English (EE group). The CE group was very similar in activation to the CC group, supporting the assimilation hypothesis. Additional support for the assimilation hypothesis was the finding that higher proficiency in the CE group was related to increased activation in the Chinese network (as defined by the CC > EE), including the left middle frontal gyrus, the right inferior parietal lobule, and the right precuneus, and decreased activation in the English network (as defined by the EE > CC), including the left inferior frontal gyrus and the left inferior temporal gyrus. Although most of the results support assimilation, there was some evidence for accommodation as the CE group showed less activation in the Chinese network including the right middle occipital gyrus, which has been argued to be involved in holistic visuospatial processing of Chinese characters.

  12. Medical interpreters: improvements to address access, equity, and quality of care for limited-English-proficient patients.

    PubMed

    VanderWielen, Lynn M; Enurah, Alexander S; Rho, Helen Y; Nagarkatti-Gude, David R; Michelsen-King, Patricia; Crossman, Steven H; Vanderbilt, Allison A

    2014-10-01

    Limited-English-proficient (LEP) patients in the United States experience a variety of health care disparities associated with language barriers, including reduced clinical encounter time and substandard medical treatment compared with their English-speaking counterparts. In most current U.S. health care settings, interpretation services are provided by personnel ranging from employed professional interpreters to untrained, ad hoc interpreters such as friends, family, or medical staff. Studies have demonstrated that untrained individuals commit many interpretation errors that may critically compromise patient safety and ultimately prove to be life-threatening. Despite documented risks, the U.S. health care system lacks a required standardized certification for medical interpreters. The authors propose that the standardization of medical interpreter training and certification would substantially reduce the barriers to equitable care experienced by LEP patients in the U.S. health care system, including the occurrence of preventable clinical errors. Recent efforts of the U.S. federal court system are cited as a successful and realistic example of how these goals may be achieved. As guided by the evolution of the federal court interpreting certification program, subsequent research will be required to demonstrate the improvements and challenges that would result from national certification standards and policy for medical interpreters. Research should examine cost-effectiveness and ensure that certified interpreting services are appropriately used by health care practitioners. Ongoing commitment is required from lawmakers, health care providers, and researchers to remove barriers to care and to demand that equity remain a consistent goal of our health care system.

  13. Improving Science and Vocabulary Learning of English Language Learners. CREATE Brief

    ERIC Educational Resources Information Center

    August, Diane; Artzi, Lauren; Mazrum, Julie

    2010-01-01

    This brief reviews previous research related to the development of science knowledge and academic language in English language learners as well as the role of English language proficiency, learning in a second language, and first language knowledge in science learning. It also describes two successful CREATE interventions that build academic and…

  14. Focus Group Evaluation of “Secret Feelings”: A Depression Fotonovela for Latinos With Limited English Proficiency

    PubMed Central

    Cabassa, Leopoldo J.; Contreras, Sandra; Aragón, Rebeca; Molina, Gregory B.; Baron, Melvin

    2013-01-01

    In this study, the authors examined reactions of Latino adults with limited English proficiency (LEP) to a culturally and linguistically adapted depression fotonovela, titled “Secret Feelings.” Fotonovelas are popular health education tools that use posed photographs, text bubbles with simple text, and dramatic narratives to engage audiences and raise their awareness and knowledge about specific health issues. Four focus groups (N = 32) were conducted at an adult school program (e.g., GED classes). Content analysis was used to generate themes from transcripts and memos. “Secret Feelings” was viewed as an entertaining, engaging, and educational tool that helped combat stigma toward depression and its treatments in the Latino community. Despite learning about depression, participants reported they wanted more information about the causes of depression, the process of recovery, and felt that the story did not shift their apprehensions toward antidepressants. The findings suggest that “Secret Feelings” is a promising depression literacy tool for Latinos with LEP that can raise awareness and knowledge about depression and its treatments, reduce stigma toward depression and antidepressant medications, and model appropriate help-seeking behaviors. PMID:21807951

  15. The Study on "Academic Game"-Oriented English Course Model for Postgraduates in Agricultural Universities

    ERIC Educational Resources Information Center

    Xia, Xinrong

    2010-01-01

    Based on the analysis of the questionnaire survey on learning motivation and learning needs of postgraduates and their demands and suggestions on English teaching, the paper makes a beneficial exploration on English course model for postgraduates in agricultural universities. Under the guidance of academic game theory, the "language skills+…

  16. Examining the Dependability of Academic Achievement Measures for English Language Learners

    ERIC Educational Resources Information Center

    Solano-Flores, Guillermo; Li, Min

    2008-01-01

    The dependability of academic achievement measures for English language learners (ELLs) is influenced by three facts: (a) Each ELL has unique strengths and weaknesses in each language mode (listening, speaking, reading, and writing) both in English and in his or her first language, (b) each test item poses a different set of linguistic demands…

  17. Voices of Chinese Post-­80s Students in English Academic Writing

    ERIC Educational Resources Information Center

    Que, Hua; Li, Xuemei

    2015-01-01

    This study looks into the changing voice of Chinese Post-80s' students in English academic writing. Data were collected qualitatively through interviews with four Chinese Post-80s overseas graduate students and through an examination of their English essays with a focus on discursive features. Findings indicate that Chinese Post-80s' voice is…

  18. Organisation of English for Academic Purposes Activity for Developing Communicative Competence

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2009-01-01

    Individuals need communicative competence for personal fulfillment and development, active citizenship, social inclusion and employment. Aim of the research is to work out English for Academic Purposes activity organization model and its introducing sequence for promoting communicative competence. Content: the search for English for Academic…

  19. Increasing Academic Oral Language Development: Using English Language Learner Shadowing in Classrooms

    ERIC Educational Resources Information Center

    Soto-Hinman, Ivannia

    2011-01-01

    According to Diane August (2002), a senior research scientist at the Center for Applied Linguistics, English Language Learners (ELLs) spend less than two percent of their school day in oral language development. Worse yet, when ELLs are speaking in school, it is often not about academic topics or rigorous content. This lack of academic oral…

  20. English Language and Literature Academic Group at the National Institute of Education, Singapore

    ERIC Educational Resources Information Center

    Lee, Benny P. H.

    2010-01-01

    The National Institute of Education in Singapore (which is part of the Nanyang Technological University) is the leading national pre-service and in-service teacher training tertiary institution. It offers diploma, undergraduate and postgraduate programmes. The academic departments are called Academic Groups (AGs). The English Language and…

  1. Trait Emotional Intelligence and Learning Styles: The Case of Iranian English for Academic Purposes Learners

    ERIC Educational Resources Information Center

    Aliakbari, Mohammad; Abol-Nejadian, Rezvan

    2015-01-01

    Although a large body of research has been dedicated to examining emotional intelligence (EI) and learning styles in relation to different factors in academic setting, the relationship between these two variables still necessitates more exploration and deeper study, especially in the Iranian context. To this end, 60 English for Academic Purposes…

  2. The Career Perceptions of Academic Staff and Human Resource Discourses in English Higher Education

    ERIC Educational Resources Information Center

    Strike, Tony; Taylor, John

    2009-01-01

    This paper sets out findings from research that considered the interplay between English national policy developments in human resources management in higher education and the personal stories of academic staff as career participants. Academic careers are pursued in an institutional and national policy context but it was not clear that the formal…

  3. Negotiating Cultural Identities through Language: Academic English in Jordan

    ERIC Educational Resources Information Center

    Pedersen, Anne-Marie

    2010-01-01

    This article discusses how a group of multilingual scholars in Jordan negotiate multiple linguistic and cultural affiliations. These writers' experiences demonstrate the varied ways English's global dominance affects individuals' lives. The scholars find both empowerment and disempowerment in English, viewing English as linked to Western hegemony…

  4. The Reading Strategies of Proficient and Less Proficient Adult Readers

    ERIC Educational Resources Information Center

    Majid, Faizah Abdul; Azman, Norzaini; Jelas, Zalizan Mohd

    2010-01-01

    This article reports on a study that examined the choice and use of academic reading strategies of adult learners who were identified as proficient and less proficient readers. The major objective was to explore the potential influence of their adult characteristics on their use of their academic reading strategies. Data were gathered using…

  5. An Intensive Academic English Course for Generation 1.5 ELLs Bound for Postsecondary Studies: Curriculum Design, Development, and Implementation

    ERIC Educational Resources Information Center

    Crossman, Katie; Pinchbeck, Geoffrey

    2012-01-01

    Immigrants and the children of immigrants who have completed their schooling in Canadian school settings, commonly referred to as Generation 1.5, are increasingly identified in the research literature as academically at risk due to inadequately developed academic language proficiency and learning strategies. This article describes the design,…

  6. Academic English Teaching for Postgraduates Based on Self-Regulated Learning Environment: A Case Study of Academic Reading Course

    ERIC Educational Resources Information Center

    Zhao, Wei

    2016-01-01

    This study selects postgraduate students in the first grade as the participants, based on their needs analysis, classroom presentations and performance of assignments completion, through the methodology of case study, the results show that students at the university level even the graduate levels still struggle with academic English. Thus, this…

  7. Evaluating an academic writing program for nursing students who have English as a second language.

    PubMed

    Weaver, Roslyn; Jackson, Debra

    2011-01-01

    Academic writing skills are essential to the successful completion of preregistration nursing programs, yet the development of such skills is a challenge for many nursing students, particularly those who speak English as a second language (ESL). It is vital to develop and evaluate strategies that can support academic writing skills for ESL nursing students. This qualitative study evaluated a four-day academic writing intervention strategy designed to support ESL first-year nursing students. Data from the program showed two major areas of difficulty for participants relating to academic writing: problems understanding course content in English, and problems expressing their understanding of that content in English. The participants noted a key benefit of this program was the provision of individual feedback. Programs such as this intervention successfully meet the demands of ESL nursing students, although ongoing support is also needed.

  8. Ensenanzas en un gimnasio: an investigation of modeling and verbal rehearsal on the motor performance of Hispanic limited English proficient children.

    PubMed

    Meaney, K S; Edwards, R

    1996-03-01

    This study investigated the effects of modeling and verbal rehearsal on the motor performance of English-speaking and limited English proficient (LEP) children. Children (N = 64) in 4th-grade classes were randomly assigned to conditions in a 2 x 2 x 2 x 2 (Gender x Primary Language x Model Type x Rehearsal) factorial design. Boys and girls whose primary language was English or Spanish were assigned to either a verbal model or no-model condition as well as to a verbal rehearsal or no-rehearsal condition of the motor skills required to be performed. Analysis of variance revealed a significant Model Type x Primary Language interaction as well as a significant Rehearsal x Primary Language interaction. Follow-up analyses revealed that English-speaking children provided with a verbal rehearsal strategy recalled significantly more skills than English-speaking children in the no-rehearsal condition; for LEP children, there were no differences due to rehearsal. Moreover, LEP children presented with a verbal model recalled significantly more skills than LEP children in the no-model condition; for English-speaking children, there were no differences attributed to model type. These results indicate that effective modeling conditions that are provided with verbal cues in English are related to children's primary language. PMID:8735993

  9. Japanese EFL Students' Reading Processes for Academic Papers in English

    ERIC Educational Resources Information Center

    Hijikata, Yuko; Nakatani, Yasuo; Shimizu, Maki

    2013-01-01

    Academic reading has been less emphasized compared with academic writing as a site of research inquiry. Although some studies have examined reading strategy use in academic reading (e.g., Block, 1986; Plakans, 2009), these studies used short passages only, and there have been a few studies that have focused on the mental representation constructed…

  10. English Language Learners and Response to Intervention: Referral Considerations

    ERIC Educational Resources Information Center

    Rinaldi, Claudia; Samson, Jennifer

    2008-01-01

    The most salient difficulty in assessing English language learner (ELL) students who exhibit academic difficulties is identifying whether the problem is one of English proficiency or of a learning disability. In many cases, the symptoms are shared and difficult to disentangle, but obtaining a comprehensive picture of the child is vital for…

  11. The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners

    ERIC Educational Resources Information Center

    August, Diane; Branum-Martin, Lee; Cardenas-Hagan, Elsa; Francis, David J.

    2009-01-01

    The goal of this study was to assess the effectiveness of an intervention--Quality English and Science Teaching (QuEST)--designed to develop the science knowledge and academic language of middle grades English language learners studying science in their second language and their English-proficient classmates. Ten sixth-grade science teachers in 5…

  12. Word Meaning in Academic English: Homography in the Academic Word List

    ERIC Educational Resources Information Center

    Ming-Tzu, Karen Wang; Nation, Paul

    2004-01-01

    The Academic Word List (Coxhead 2000) consists of 570 word families that are frequent and wide ranging in academic texts. It was created by counting the frequency, range, and evenness of spread of word forms in a specially constructed academic corpus. This study examines the words in the Academic Word List (AWL) to see if the existence of…

  13. Turkish and Native English Academic Writers' Use of Lexical Bundles

    ERIC Educational Resources Information Center

    Öztürk, Yusuf; Köse, Gül Durmusoglu

    2016-01-01

    Lexical bundles such as "on the other hand" and "as a result of" are extremely common and important in academic discourse. The appropriate use of lexical bundles typical of a specific academic discipline is important for writers and the absence of such bundles may not sound fluent and native-like. Recent studies (e.g. Adel…

  14. The use of audience response system technology with limited-english-proficiency, low-literacy, and vulnerable populations.

    PubMed

    Keifer, Matthew C; Reyes, Iris; Liebman, Amy K; Juarez-Carrillo, Patricia

    2014-01-01

    Audience response systems (ARS) have long been used to improve the interactivity of educational activities. Most studies of ARS have addressed education of literate trainees. How well these devices work with low-literacy subjects is not well studied. Information gathering on the training audience is an important use of ARS and helpful in improving the targeting of training information. However, obtaining demographic information from vulnerable populations with reasons to be concerned about divulging information about themselves has not been tested. In addition, a culturally competent method to effectively collect demographic and evaluation data of this growing population is essential. This project investigated the use of ARS to gather information from Hispanic immigrant workers, many of whom are socially vulnerable and have limited English proficiency (LEP) and low-literacy. Workers attended focus groups and were asked to use ARS devices or clickers to respond to questions. Questions were both categorical (multiple choice) and open-ended numerical (text entry), and varied from simple queries to more sensitive points regarding immigration. Most workers answered the one-key response categorical questions with little difficulty. In contrast, some participants struggled when responding to numerical questions, especially when the response required pressing multiple clicker keys. An overwhelming majority of participants reported that the clickers were comfortable and easy to use despite the challenges presented by the more complex responses. The error rate increased as question complexity increased and the trend across three ordered categories of response complexity reached statistical significance. Results suggest that ARS is a viable method for gathering dichotomous or higher-order categorical information from LEP and low-literacy populations in a group setting while assuring anonymity. However, it is recommended that clickers be developed and tested with fewer, bigger

  15. The use of audience response system technology with limited-english-proficiency, low-literacy, and vulnerable populations.

    PubMed

    Keifer, Matthew C; Reyes, Iris; Liebman, Amy K; Juarez-Carrillo, Patricia

    2014-01-01

    Audience response systems (ARS) have long been used to improve the interactivity of educational activities. Most studies of ARS have addressed education of literate trainees. How well these devices work with low-literacy subjects is not well studied. Information gathering on the training audience is an important use of ARS and helpful in improving the targeting of training information. However, obtaining demographic information from vulnerable populations with reasons to be concerned about divulging information about themselves has not been tested. In addition, a culturally competent method to effectively collect demographic and evaluation data of this growing population is essential. This project investigated the use of ARS to gather information from Hispanic immigrant workers, many of whom are socially vulnerable and have limited English proficiency (LEP) and low-literacy. Workers attended focus groups and were asked to use ARS devices or clickers to respond to questions. Questions were both categorical (multiple choice) and open-ended numerical (text entry), and varied from simple queries to more sensitive points regarding immigration. Most workers answered the one-key response categorical questions with little difficulty. In contrast, some participants struggled when responding to numerical questions, especially when the response required pressing multiple clicker keys. An overwhelming majority of participants reported that the clickers were comfortable and easy to use despite the challenges presented by the more complex responses. The error rate increased as question complexity increased and the trend across three ordered categories of response complexity reached statistical significance. Results suggest that ARS is a viable method for gathering dichotomous or higher-order categorical information from LEP and low-literacy populations in a group setting while assuring anonymity. However, it is recommended that clickers be developed and tested with fewer, bigger

  16. Translation norms for English and Spanish: The role of lexical variables, word class, and L2 proficiency in negotiating translation ambiguity

    PubMed Central

    Prior, Anat; MacWhinney, Brian; Kroll, Judith F.

    2014-01-01

    We present a set of translation norms for 670 English and 760 Spanish nouns, verbs and class ambiguous items that varied in their lexical properties in both languages, collected from 80 bilingual participants. Half of the words in each language received more than a single translation across participants. Cue word frequency and imageability were both negatively correlated with number of translations. Word class predicted number of translations: Nouns had fewer translations than did verbs, which had fewer translations than class-ambiguous items. The translation probability of specific responses was positively correlated with target word frequency and imageability, and with its form overlap with the cue word. Translation choice was modulated by L2 proficiency: Less proficient bilinguals tended to produce lower probability translations than more proficient bilinguals, but only in forward translation, from L1 to L2. These findings highlight the importance of translation ambiguity as a factor influencing bilingual representation and performance. The norms can also provide an important resource to assist researchers in the selection of experimental materials for studies of bilingual and monolingual language performance. These norms may be downloaded from www.psychonomic.org/archive. PMID:18183923

  17. Scaffolding Language, Literacy, and Academic Content in English and Spanish: The Linguistic Highway from Mesoamerica to Southern California

    ERIC Educational Resources Information Center

    Hayes, Katherine; Rueda, Robert; Chilton, Susan

    2009-01-01

    This article contains a description of the Dual Proficiency (DP) program in an urban elementary school located in the heart of a large south-western city, as well as the teachers who designed and now implement DP, and the immigrant community participating by choice in DP. We write from a context where, ironically, the number of English language…

  18. Embedding international benchmarks of proficiency in English in undergraduate nursing programmes: challenges and strategies in equipping culturally and linguistically diverse students with English as an additional language for nursing in Australia.

    PubMed

    Glew, Paul J

    2013-01-01

    To meet the expected shortfalls in the number of registered nurses throughout the coming decade Australian universities have been recruiting an increasing number of students from culturally and linguistically diverse (CaLD) backgrounds. Given that international and domestic students who use English as an additional language (EAL) complement the number of native English speaking nursing students, they represent a valuable nurse education investment. Although university programmes are in a position to meet the education and learning needs of native English speaking nursing students, they can experience considerable challenges in effectively equipping EAL students with the English and academic language skills for nursing studies and registration in Australia. However, success in a nursing programme and in preparing for nurse registration can require EAL students to achieve substantial literacy skills in English and academic language through their engagement with these tertiary learning contexts. This paper discusses the education implications for nursing programmes and EAL students of developing literacy skills through pre-registration nursing studies to meet the English language skills standard for nurse registration and presents intervention strategies for nursing programmes that aim to build EAL student capacity in using academic English. PMID:23898598

  19. Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012

    ERIC Educational Resources Information Center

    Baker, Scott; Lesaux, Nonie; Jayanthi, Madhavi; Dimino, Joseph; Proctor, C. Patrick; Morris, Joan; Gersten, Russell; Haymond, Kelly; Kieffer, Michael J.; Linan-Thompson, Sylvia; Newman-Gonchar, Rebecca

    2014-01-01

    As English learners face the double demands of building knowledge of a second language while learning complex grade-level content, teachers must find effective ways to make challenging content comprehensible for students. This updated English learner practice guide, "Teaching Academic Content and Literacy to English Learners in Elementary and…

  20. Helping ELLs Meet the Common Core State Standards for Literacy in Science: The Impact of an Instructional Intervention Focused on Academic Language

    ERIC Educational Resources Information Center

    August, Diane; Branum-Martin, Lee; Cárdenas-Hagan, Elsa; Francis, David J.; Powell, Jennifer; Moore, Sarah; Haynes, Erin F.

    2014-01-01

    The goal of this study was to assess the effectiveness of an intervention--Quality English and Science Teaching 2--designed to help English language learners (ELLs) and their English proficient classmates develop academic language in science, as required by the Common Core State Standards. The intervention consisted of supplementary instructional…

  1. Examining the Role of the Library in Promoting the Academic Achievement of English Learners

    ERIC Educational Resources Information Center

    de Souza, Marcela

    2016-01-01

    The purpose of this article is to share findings from a qualitative study showing the positive influences the local public library and the school library had on the personal and academic lives of 18 low-income English language learners of Mexican descent while they were adjusting to the numerous demands of school in the US. For these students, the…

  2. No Child Left Behind: Reassessment of Academic Progress of English Learners

    ERIC Educational Resources Information Center

    Dominguez, Olivia Reyes

    2009-01-01

    Given the potential consequences of test results, it is important that policy makers, educators, and parents understand the empirical base underlying the use and validity of assessments for measuring the academic progress of English Learners (Abedi, Hofstetter, & Lord, 2004). In order to understand how the No Child Left Behind (NCLB) school…

  3. Interlanguage in Undergraduates' Academic English: Preliminary Results from Written Script Analysis

    ERIC Educational Resources Information Center

    Luna, Rosa Munoz

    2010-01-01

    The following article aims to revisit Selinker's theory of Interlanguage by analysing a group of undergraduates' written scripts in L2. The initial outcomes of the study establish a linguistic parallelism between students' Interlingua and English as a lingua franca in the academic world. In the light of this comparison, certain theoretical…

  4. Long-Term English Language Learners' Perceptions of Their Language and Academic Learning Experiences

    ERIC Educational Resources Information Center

    Kim, Won Gyoung; García, Shernaz B.

    2014-01-01

    Long-term, adolescent English language learners (ELLs) experience persistent academic underachievement in spite of several years of schooling; yet, the research on this topic is scant. To increase our understanding of these students' educational experiences, we explored perceptions of 13 long-term ELLs about their schooling in the context of…

  5. The Effect of Grade Placement on English Language Learners' Academic Achievement

    ERIC Educational Resources Information Center

    Conger, Dylan

    2013-01-01

    Many English Language Learners (ELLs) migrate to the United States at older ages and administrators must choose a grade in which to place these new entrants as soon as they register for school. In this study, I estimate the effect of grade placement on the short-term academic performance of ELLs who enroll in the Miami-Dade County Public School…

  6. Academic Professionalism in the Managerialist Era: A Study of English Universities

    ERIC Educational Resources Information Center

    Kolsaker, Ailsa

    2008-01-01

    This article examines the relationship between managerialism and academic professionalism in English universities. Managerialist ideology has introduced to higher education a range of discourses and practices originating in the corporate world. According to much of the existing literature this is leading to feelings of proletarianisation and…

  7. Gender Differences in Academic Achievement among Turkish Prospective Teachers of English as a Foreign Language

    ERIC Educational Resources Information Center

    Erten, Ismail Hakki

    2009-01-01

    This study seeks to explain prevalent gender differences in academic achievement of 84 third-year students enrolled in a pre-service ELT (English Language Teaching) teacher training department. The study collected both qualitative and quantitative data through semi-structured interviews from a sample of 38 students. A content analysis of the data…

  8. Podcasting in a Virtual English for Academic Purposes Course: Learner Motivation

    ERIC Educational Resources Information Center

    Asoodar, Maryam; Marandi, Seyyedeh Susan; Vaezi, Shahin; Desmet, Piet

    2016-01-01

    In this study we explored the effect of podcasting on the motivation of the students in an online English for Academic Purposes (EAP) course at the university level (N = 179). By using a mixed-method approach, we analyzed the data collected on the learners' impressions about using podcasts as a learning tool. The particular aim of this study was…

  9. Partnering to Develop Academic Language for English Language Learners through Mathematics and Science

    ERIC Educational Resources Information Center

    Silva, Cecilia; Weinburgh, Molly; Smith, Kathy Horak; Barreto, Guadalupe; Gabel, Joan

    2008-01-01

    An urban school district and a university developed a curriculum emphasizing academic language for its English language learners (ELL) students. The partnership began when the district's elementary ESL coordinator approached three university faculty for support in developing a three-year summer school curriculum emphasizing mathematics and science…

  10. Academic Writing for Graduate-Level English as a Second Language Students: Experiences in Education

    ERIC Educational Resources Information Center

    Sidman-Taveau, Rebekah; Karathanos-Aguilar, Katya

    2015-01-01

    Graduate-level ESL students in Education are future multicultural educators and promising role models for our diverse K-12 students. However, many of these students struggle with academic English and, in particular, writing. Yet little research or program development addresses the specific writing-support needs of this group. This article shares…

  11. Chinese Teaching English as a Foreign Language (TEFL) Academics' Perceptions about Research in a Transitional Culture

    ERIC Educational Resources Information Center

    Bai, Li; Millwater, Jan; Hudson, Peter

    2012-01-01

    Research capacity building has become a prominent theme in higher education institutions in China and across the world. However, Chinese Teaching English as a Foreign Language academics' research output has been quite limited. In order to build their research capacity, it is necessary to understand their perceptions about research. This case study…

  12. Rationale and Content for English-Language Arts. Survey of Academic Skills: Grade 12. Preliminary Edition.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

    As a preliminary version of the rationale and content for the English-language arts portion of the "Survey of Academic Skills: Grade 12," this booklet describes elements of the new reading and editing tests to be used to complement a direct writing assessment in this part of the 1987-88 California Assessment Program (CAP). After a brief…

  13. The Role of the Culture of Japanese Students in Acquisition of Academic English: An Ethnographic Study

    ERIC Educational Resources Information Center

    Mertin, Patricia Anne

    2014-01-01

    This ethnographic study examines the role of Japanese students' culture and its effects on the rate of acquisition of academic English. It is based on observation of classes in Japanese schools, both in Japan and Germany, as well as in an international school, together with interviews, questionnaires, student responses and case studies over a…

  14. A Study of the Motivational Patterns of Learners of English for Academic and Professional Purposes

    ERIC Educational Resources Information Center

    Abrar-ul-Hassan, Shahid

    2014-01-01

    Learner motivation is considered a vital factor in second language instruction. An analysis of motivation types and degrees can reveal learners' expectations and learning objectives. The present study analyzes the motivational patterns of a group of English for academic and professional purposes (EAPP) learners while focusing on types and…

  15. Effects of Eclectic Learning Approach on Students' Academic Achievement and Retention in English at Elementary Level

    ERIC Educational Resources Information Center

    Suleman, Qaiser; Hussain, Ishtiaq

    2016-01-01

    The purpose of the research paper was to investigate the effect of eclectic learning approach on the academic achievement and retention of students in English at elementary level. A sample of forty students of 8th grade randomly selected from Government Boys High School Khurram District Karak was used. It was an experimental study and that's why…

  16. A Bourdieuian Analysis: Teachers' Beliefs about English Language Learners' Academic Challenges

    ERIC Educational Resources Information Center

    Shim, Jenna Min

    2014-01-01

    Using Pierre Bourdieu's concept of "habitus," this work analyzes five teachers' beliefs about English language learners' academic challenges. In reference to reproductive and inventive qualities of "habitus," this article argues that teachers' beliefs that are linked to their socio-cultural backgrounds can delimit or enhance…

  17. Promoting Academic Achievement among English Learners: A Guide to the Research

    ERIC Educational Resources Information Center

    Goldenberg, Claude; Coleman, Rhoda

    2010-01-01

    A generation or two ago, the achievement of children who came to school knowing little or no English was not a prominent national issue. Today, with the increased focus on school accountability and educational equity, it is. This comprehensive resource explores the research on promoting academic success among language-minority students. The…

  18. Case Meetings for Teaching English for Specific Academic Purposes in a Tertiary Aeronautical Engineering Programme

    ERIC Educational Resources Information Center

    Tatzl, Dietmar

    2015-01-01

    This article presents an innovative adaptation of the case method to teaching English for specific academic purposes. Widespread in its traditional form in various content disciplines, the case method bears the potential for truly student-centred language instruction. The current application transforms learners from case analysts to case authors…

  19. Using Genre Pedagogy to Teach Adolescent English Learners to Write Academic Persuasive Essays

    ERIC Educational Resources Information Center

    Ramos, Kathleen Ann

    2015-01-01

    The new "Common Core State Standards" (CCSS) (NGACBP & CCSSO, 2010) require teachers to prepare all learners, including adolescent English learners (ELs), to develop academic literacy practices. This article describes an instructional intervention in an urban public high school using the genre-based "Reading to Learn" (Rose…

  20. Replication Research in Comparative Genre Analysis in English for Academic Purposes

    ERIC Educational Resources Information Center

    Basturkmen, Helen

    2014-01-01

    In recent years a number of comparative studies based on an established approach to genre analysis have been published in the English for Academic Purposes (EAP) literature. Studies in this emerging strand of research typically aim to identify how the rhetorical structure of a particular genre (a text type) or part of a genre may vary across…

  1. School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners

    ERIC Educational Resources Information Center

    Niehaus, Kate; Adelson, Jill L.

    2014-01-01

    This study examined the relationships among school support, parental school involvement, and academic and social-emotional outcomes for children who are English language learners (ELLs). The sample included 1,020 third-grade ELLs who participated in the Early Childhood Longitudinal Study (ECLS-K). Results from structural equation modeling showed…

  2. Towards Promoting Biliteracy and Academic Achievement: Educational Programs for High School Latino English Language Learners

    ERIC Educational Resources Information Center

    Ochoa, Alberto M.; Cadiero-Kaplan, Karen

    2004-01-01

    The Latino student presently faces many obstacles to achieve educational equity and excellence at the high school level. This article examines academic programming for Latino middle and high school English language learners (ELLs) and provides recommendations for addressing programming that promotes biliteracy policy and programming as a valued…

  3. Displaying Critical Thinking in EFL Academic Writing: A Discussion of Japanese to English Contrastive Rhetoric

    ERIC Educational Resources Information Center

    McKinley, Jim

    2013-01-01

    This article provides an examination of the literature on issues surrounding the problems Japanese university students face in learning critical argument in their English academic writing courses. Japanese students' critical thinking skills are criticized as not fostered in their university education, perhaps due to Confucian education…

  4. Shades of Impersonality: Rhetorical Positioning in the Academic Writing of Italian Students of English

    ERIC Educational Resources Information Center

    Vergaro, Carla

    2011-01-01

    This article presents a study on the linguistic strategies used for projecting specific personas in the academic writing of Italian students of English. The issue of authorial stance, namely to what degree writers feel themselves to be not simply writers but also authors with the authority to say something meaningful, has been the topic of much…

  5. Navigating Uncharted Waters: An Accelerated Content-Based English for Academic Purposes Program

    ERIC Educational Resources Information Center

    Hernandez, Kelly; Thomas, Michelle; Schuemann, Cynthia

    2012-01-01

    In 2008, Miami Dade College received a $1.9 million Title V grant from the US Department of Education to develop an Accelerated Content-Based English for Academic Purposes (EAP) track called Project ACE for ESL students. The ACE curriculum is anchored by the principles of flexibility, contextualization, and faculty buy-in--critical matters given…

  6. English Language Teacher Education in Turkey: Policy vs Academic Standards

    ERIC Educational Resources Information Center

    Mahalingappa, Laura J.; Polat, Nihat

    2013-01-01

    This qualitative study examines curriculum frameworks in English language teacher education (ELTE) programs in Turkey in light of current second language (L2) teaching standards and research vs Turkey's Higher Education Council (HEC) mandates. It also investigates program directors' perceptions about the current situations of their programs with…

  7. The Effectiveness of English Teaching in Japanese Elementary Schools: Measured by Proficiency Tests Administered to Seventh-Year Students

    ERIC Educational Resources Information Center

    Katsuyama, Hitomi; Nishigaki, Chikako; Wang, Jinfang

    2008-01-01

    The effectiveness of early English education was investigated in this study to determine if English should be taught formally in Japanese public elementary schools. We administered English tests and questionnaires to 1466 elementary school students in 2004 and 2005. The results showed significant differences between the…

  8. The Development of an English Language Proficiency Test of Foreign Students, Using a Clozentropy Procedure. Final Report.

    ERIC Educational Resources Information Center

    Darnell, Donald K.

    This final report presents a description of a test combining cloze procedure and an entropy analysis (CLOZENTROPY), designed to measure the compatibility of a foreign student's English with that of his peers who are native speakers of English. This test, and the Test of English as a Foreign Language (TOEFL) were administered to 48 foreign students…

  9. Academic Listening: A Source of Vocabulary Acquisition?

    ERIC Educational Resources Information Center

    Vidal, Karina

    2003-01-01

    Presents a study of the acquisition of English-as-a-Foreign-Language vocabulary through academic listening. Explored the effects of EFL proficiency and lecture comprehension on vocabulary acquisition as well as the relationship between vocabulary gain and the following factors: frequency of occurrence, types of word, type of word elaboration, and…

  10. Looking at Citations: Using Corpora in English for Academic Purposes.

    ERIC Educational Resources Information Center

    Thompson, Paul; Tribble, Chris

    2001-01-01

    Presents a classification scheme and the results of applying this scheme to the coding of academic texts in a corpus. The texts are doctoral theses from agricultural botany and agricultural economics departments. Results lead to a comparison of the citation practices of writers in different disciplines and the different rhetorical practices of…

  11. The Academic Voice in English and Czech Higher Education Quality

    ERIC Educational Resources Information Center

    Mertova, Patricie; Webster, Len

    2009-01-01

    Purpose: This paper sets out to report on a research project investigating the academic voice in higher education quality in the UK and the Czech Republic. It aims to describe the origins and reasons for introducing quality monitoring and assurance into higher education, showing the differences and impacts on higher education quality in England…

  12. Academic English Socialization through Individual Networks of Practice

    ERIC Educational Resources Information Center

    Zappa-Hollman, Sandra; Duff, Patricia A.

    2015-01-01

    This article introduces the notion of individual network of practice (INoP) as a viable construct for analyzing academic (discourse) socialization in second language (L2) contexts. The authors provide an overview of social practice theories that have informed the development of INoP--community of practice (CoP; Lave & Wenger, 1991; Wenger,…

  13. The Impact of Phonetic Instruction on the Oral Proficiency of English Language Learners in a Cooperative Learning Setting

    ERIC Educational Resources Information Center

    Chen, Hsuan-Yu

    2009-01-01

    Oral proficiency is an important goal in second language learning not only for communication, but also for developing reading and writing skills. Use of cooperative learning (CL) strategies has been shown to successfully improve second language learning in many cases for its focus on individual accountability and positive interdependence (Kagan &…

  14. Cross-Lagged Relations between Motivation and Proficiency in English as a Foreign Language among Chinese University Students

    ERIC Educational Resources Information Center

    Liu, Xinmiao

    2016-01-01

    The relationship between motivation and EFL proficiency is an issue of great concern in previous research on foreign language learning. However, work in this area offers inconclusive evidence with regard to the directionality of their relations. Using cross-lagged structural equation modeling, this study investigated the directionality of the…

  15. Early Development of Emerging and English-Proficient Bilingual Children at School Entry in an Australian Population Cohort

    ERIC Educational Resources Information Center

    Goldfeld, Sharon; O'Connor, Meredith; Mithen, Johanna; Sayers, Mary; Brinkman, Sally

    2014-01-01

    Children who enter school with limited proficiency in the language of instruction face a range of challenges in negotiating this new context, yet limited data have been available to describe the early developmental outcomes of this subpopulation in the Australian context. The Australian Early Development Index (AEDI) is a teacher-rated checklist…

  16. Critical Literacy: How Can the Limited Proficient Adult Be Academically Supported and Enabled To Gain the Necessary Knowledge in Reading/Writing Communication Skills To Successfully Complete a Degree Program for Integration into the Workforce?

    ERIC Educational Resources Information Center

    Sainz, JoAnn

    Few jobs with any prospects for advancement are expected to be available to poorly skilled students, especially limited English proficient individuals with insufficient reading skills. The consensus is that continuing to allow a disproportionate number of minority or disadvantaged students to pass through the education system without meeting high…

  17. Bilingual Academic Computer and Technology Oriented Program: Project COM-TECH. Evaluation Section Report. OREA Report.

    ERIC Educational Resources Information Center

    Berney, Tomi D.; Plotkin, Donna

    Project COM-TECH offered bilingual individualized instruction, using an enrichment approach, to Spanish- and Haitian Creole-speaking students with varying levels of English and native language proficiency and academic preparation. The program provided supplementary instruction in English as a Second Language (ESL); Native Language Arts (NLA); and…

  18. The efficacy of a behavioral activation intervention among depressed US Latinos with limited English language proficiency: study protocol for a randomized controlled trial

    PubMed Central

    2014-01-01

    Background Major depressive disorder is highly prevalent among Latinos with limited English language proficiency in the United States. Although major depressive disorder is highly treatable, barriers to depression treatment have historically prevented Latinos with limited English language proficiency from accessing effective interventions. The project seeks to evaluate the efficacy of behavioral activation treatment for depression, an empirically supported treatment for depression, as an intervention that may address some of the disparities surrounding the receipt of efficacious mental health care for this population. Methods/design Following a pilot study of behavioral activation treatment for depression with 10 participants which yielded very promising results, the current study is a randomized control trial testing behavioral activation treatment for depression versus a supportive counseling treatment for depression. We are in the process of recruiting 60 Latinos with limited English language proficiency meeting criteria for major depressive disorder according to the Diagnostic and Statistical Manual of Mental Disorders 4th and 5th Edition for participation in a single-center efficacy trial. Participants are randomized to receive 10 sessions of behavioral activation treatment for depression (n = 30) or 10 sessions of supportive counseling (n = 30). Assessments occur prior to each session and at 1 month after completing treatment. Intervention targets include depressive symptomatology and the proposed mechanisms of behavioral activation treatment for depression: activity level and environmental reward. We will also examine other factors related to treatment outcome such as treatment adherence, treatment satisfaction, and therapeutic alliance. Discussion This randomized controlled trial will allow us to determine the efficacy of behavioral activation treatment for depression in a fast-growing, yet highly underserved population in US mental health services

  19. To Refer or Not To Refer...What Are the Questions? Evaluative Questions for Procedural Implementation of an Effective Prereferral Phase for Culturally Diverse and Limited English Proficient Students.

    ERIC Educational Resources Information Center

    Ruz, Magdalena

    Culturally specific behaviors must be considered in the pre-referral phase of assessing culturally diverse/limited-English-proficient students. Inferences regarding the reasons for students' performance reflect the knowledge base acquired by the school staff concerning a student's culture. Evaluative questions can gather data to assure non-biased…

  20. Zoo Animals. Supplemental Lessons and Activities to Develop Vocabulary and Sentence and Writing Skills of Limited English Proficient (LEP) Students in ESL or Special Education Classes. Grades K-3.

    ERIC Educational Resources Information Center

    Fairfax County Schools, VA.

    An instructional unit that enhances student interest and curiosity about animals and promotes conceptual growth through development of observation and listening skills is discussed. The lessons and activities are for use with limited English proficient students in kindergarten through fourth grade who are receiving services from the…

  1. Instructional Strategies Perceived by Elementary School Principals and Fourth-Grade Teachers that Substantially Support the Development of Standard English Language Skills and Reading Proficiency in African American Students

    ERIC Educational Resources Information Center

    Johnston, Kenneth

    2011-01-01

    Purpose: The purpose of this study was to determine which instructional strategies elementary school principals and fourth-grade teachers perceive substantially support the development of Standard English language skills and reading proficiency in African American students. Methodology: The study used a descriptive case study. The findings were…

  2. Paper Partners: A Peer-Led Talk-Aloud Academic Writing Program for Students Whose First Language of Academic Study Is Not English

    ERIC Educational Resources Information Center

    Vechter, Andrea; Brierley, Christopher

    2009-01-01

    This article examines the Paper Partners program at Ryerson University, Toronto. This peer-mentoring program was developed to support the academic writing skills of students whose first language of academic study was not English. The program integrated a team of student-facilitators, a talk-aloud co-editing process, and a reflective feedback…

  3. Age at migration, language proficiency, and socioeconomic outcomes: evidence from Australia.

    PubMed

    Guven, Cahit; Islam, Asadul

    2015-04-01

    This study estimates the causal effects of language proficiency on the economic and social integration of Australian immigrants. Identifying the effects of languages on socioeconomic outcomes is inherently difficult owing to the endogeneity of language skills. Using the phenomenon that younger children learn languages more easily than older children, we construct an instrumental variable for language proficiency. To achieve this, we consider the age at arrival of immigrants who came as children from Anglophone and non-Anglophone countries. We find a significant positive effect of English proficiency on wages and promotions among adults who immigrated to Australia as children. Higher levels of English proficiency are associated with increased risk-taking, more smoking, and more exercise for men, but have considerable health benefits for women. English language proficiency has a significant influence on partner choice and a number of social outcomes, as well as on children's outcomes, including their levels of academic achievement. The results are robust to alternative specifications, including accounting for between-sibling differences and alternative measures of English skills.

  4. Relation between Assertiveness, Academic Self-Efficacy, and Psychosocial Adjustment among International Graduate Students.

    ERIC Educational Resources Information Center

    Poyrazli, Senel; Arbona, Consuelo; Nora, Amaury; McPherson, Robert; Pisecco, Stewart

    2002-01-01

    Rathus Assertiveness Schedule, Academic Self-Efficacy Scale, The Inventory for Student Adjustment Strain, and UCLA Loneliness Scale were used to examine a total of 122 graduate international students. Findings indicate that English proficiency, assertiveness, and academic self-efficacy contributed uniquely to the variance in students' general…

  5. Success with academic English: reflections of deaf college students.

    PubMed

    Toscano, Rose Marie; McKee, Barbara; Lepoutre, Dominique

    2002-03-01

    The study identified social, educational, and demographic characteristics of deaf postsecondary students who demonstrated strong reading and writing skills. Questionnaire information, information from institutional databases, and in-depth personal interviews were used to identify factors and characteristics that positively influenced the attainment of strong academic literacy skills. Among the areas investigated were school experiences, reading and writing experiences, study habits and attitudes, communication preferences, personality traits, and home and family background. Results of the study generally support previous work conducted with talented hearing youth. Several primary themes emerged from the study: heavy parental involvement in early education and educational decisions, differing modes of communication but extensive family communication, early exposure to and intensive experiences with reading and writing, an enjoyment of reading, a relatively limited social life, high parental and secondary school expectations, the importance of television, and positive self-image.

  6. The Correlates of Academic Performance for English Language Learner Students in a New England District. Stated Briefly. REL 2014-021

    ERIC Educational Resources Information Center

    Parker, Caroline E.; O'Dwyer, Laura M.; Irwin, Clare W.

    2014-01-01

    This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. The study examined student and program characteristics that are related to English proficiency and content area achievement for English language learner students in one urban district in New England. The study found that…

  7. The Correlates of Academic Performance for English Language Learner Students in a New England District. Stated Briefly. REL 2014-021

    ERIC Educational Resources Information Center

    Parker, Caroline E.; O'Dwyer, Laura M.; Irwin, Clare W.

    2014-01-01

    This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. The study examined student and program characteristics that are related to English proficiency and content area achievement for English language learner (ELL) students in one urban district in Connecticut. Study authors found…

  8. Creating a safe, high-quality healthcare system for all: meeting the needs of limited English proficient populations; Comment on "Patient safety and healthcare quality: the case for language access".

    PubMed

    Betancourt, Joseph R; Tan-McGrory, Aswita

    2014-02-01

    The article by Cheri Wilson, "Patient Safety and Healthcare Quality: The Case for Language Access", highlights the challenges of providing Culturally and Linguistically Appropriate Services (CLAS) to patients with Limited English Proficiency (LEP). As the US pursues high-value, high-performance healthcare, our ability to meet the needs of our most vulnerable will determine whether we succeed or fail in the long run. With the implementation of the Affordable Care Act (ACA), this is more important than ever before, as it is estimated that the newly insured are more likely to be minority and less likely to speak English than their currently insured counterparts. As such, we must create a safe, high-quality healthcare system for all, especially in this time of incredible healthcare transformation and unprecedented diversity. Improving Patient Safety Systems for Patients With Limited English Proficiency: A Guide for Hospitals provides a blueprint for achieving this goal, and Massachusetts General Hospital (MGH) is taking action. PMID:24639984

  9. Academic Vocabulary, Writing and English for Academic Purposes: Perspectives from Second Language Learners

    ERIC Educational Resources Information Center

    Coxhead, Averil

    2012-01-01

    This article focuses on vocabulary and writing at university level from the perspectives of 14 English as an additional language students studying at a New Zealand university. The students individually carried out an integrated reading and writing task and then participated in an interview which focused on their language learning background and…

  10. English Language Immersion and Students' Academic Achievement in English, Chinese and Mathematics

    ERIC Educational Resources Information Center

    Cheng, Liying; Li, Miao; Kirby, John R.; Qiang, Haiyan; Wade-Woolley, Lesly

    2010-01-01

    Research has demonstrated that second language immersion is an effective means of facilitating primary school students' second language without undermining competence in their first language. Despite the rapid growth of English immersion (EI) programmes in China, only limited empirical research has been conducted to evaluate students' academic…

  11. Deaf students' knowledge of subtle lexical properties of transitive and intransitive English verbs.

    PubMed

    Berent, Gerald P; Kelly, Ronald R; Albertini, John A; Toscano, Rose Marie

    2013-01-01

    Deaf learners' acquisition of fundamental lexical properties of high-frequency English verbs related to transitivity and intransitivity was examined, including the subtle distinction between unergative and unaccusative verbs. A 140-item sentence acceptability rating scale was used to assess this lexical knowledge in deaf college students at two English proficiency levels, plus a control group of hearing native English speakers. Hypotheses addressed the influence of relative derivational complexity and overall English proficiency on verb acquisition. Though the hearing group showed greater accuracy in sentence acceptability judgments and greater accuracy tied to overall English proficiency, the two deaf groups displayed fairly robust knowledge of targeted verbs' fundamental transitive and intransitive lexical properties. Nevertheless, verb acquisition remains a formidable challenge. Further research should assess deaf students' knowledge of these lexical properties in lower-frequency English verbs, including unaccusative verbs prevalent in STEM (science, technology, engineering, mathematics) and other academic discourse.

  12. Responding to the Academic and Social Needs of English Language Learners in High Schools with Shifting Demographics

    ERIC Educational Resources Information Center

    Bosworth, Tina M.

    2012-01-01

    The purpose of this study is to examine how high schools with shifting demographics respond to the academic and social needs of English language learners. Increasingly schools and teachers are asked to teach students who come from homes where English is not the primary language. The implications of shifting demographics impacts high school…

  13. Adult English as a Second Language Students in the United States: Learner Characteristics, Goals, and Academic Writing Performance

    ERIC Educational Resources Information Center

    Lambert, Olga Demin

    2009-01-01

    Adult English as a second language (ESL) students learning English outside of traditional academic settings are an understudied population of second language learners. The purpose of the research reported here is to contribute to meeting the instructional needs of these students more effectively by investigating the relationships between their…

  14. Using English as a Medium of Instruction at University Level in Denmark: The Lecturer's Perspective

    ERIC Educational Resources Information Center

    Werther, Charlotte; Denver, Louise; Jensen, Christian; Mees, Inger M.

    2014-01-01

    More than 25% of the master's degrees in Denmark are taught using English as a medium of instruction (EMI), but not all university lecturers feel they have the appropriate academic English proficiency to meet the standard required. Based on interviews conducted at the Copenhagen Business School (CBS), this article sheds light on the…

  15. School Science or Disciplinary Science? Discourse Encountered and Practiced by English Language Learners in an International High School Science Classroom

    ERIC Educational Resources Information Center

    Wai, June Wan

    2012-01-01

    Despite the increased promotion of integrated language and content instruction, large gaps in academic achievement persist between English language learners (ELLs) and their English-proficient peers (New York State Education Department, 2011c). In this study, I employ practitioner research methods to investigate ELLs' experiences in an…

  16. The Limited English Proficiency Patient Family Advocate Role: Fostering Respectful and Effective Care Across Language and Culture in a Pediatric Oncology Setting.

    PubMed

    Gil, Stephanie; Hooke, Mary C; Niess, Dawn

    2016-01-01

    Patients and families with limited English proficiency (LEP) face a multitude of barriers both inside and outside the hospital walls. These barriers can contribute to difficulty accessing care and understanding/adhering to treatment recommendations, ultimately placing them at higher risk for poorer outcomes than their English-speaking counterparts. The LEP Patient Family Advocate role was created with the aim of improving access, promoting effective communication, and equalizing care for children with cancer from families with LEP. The goal of this mixed methods study was to describe the level of satisfaction and experiences of parents and health care providers who used the LEP Patient Family Advocate while receiving or providing care. Twelve parents and 15 health care providers completed quantitative surveys and an open-ended question about their experiences. High levels of satisfaction were reported. Themes about the role from qualitative responses included its positive effect on communication, trust, and connectedness between parents and staff. Continuity of care and safety were improved, and parents thought the role helped decrease their stress. The LEP Patient Family Advocate has a positive influence on family-centered cultural care. PMID:26589355

  17. Making Sense of Power Relations in a Malaysian English-as-a-Second-Language Academic Writing Classroom

    ERIC Educational Resources Information Center

    Abraham, Alison

    2014-01-01

    The role of power in an English-as-a-second-language classroom has yet to be fully explored by an action research practitioner, especially in a Malaysian higher education setting. This study aims to contribute to this gap by working within an academic literacies perspective to teaching academic writing, which propagates the understanding of…

  18. Building Academic Vocabulary in After-School Settings: Games for Growth with Middle School English-Language Learners

    ERIC Educational Resources Information Center

    Townsend, Dianna

    2009-01-01

    Adolescent English-language learners (ELLs) encounter increasingly difficult academic language as they progress through school. This article describes the design of an after-school intervention, Language Workshop, created to help middle school ELLs build their knowledge of academic vocabulary words. Evidence-based principles of vocabulary…

  19. Factors Predicting Academic Success in Second and Third Language among Russian-Speaking Immigrant Students Studying in Israeli Schools

    ERIC Educational Resources Information Center

    Haim, Orly

    2014-01-01

    The purpose of this study was to investigate the factors predicting academic proficiency (AP), the specialised domains required for performing academic tasks, among Russian speaking (L1) immigrants currently studying Hebrew as a second language (L2) and English as a third language (L3) in Israeli schools. Specifically, the study examined the…

  20. Issues and Interventions Influencing the Academic Outcomes for Migrant Students

    ERIC Educational Resources Information Center

    Lamb, Gordon D.; Ochoa, Salvador Hector; De Alba, Roman Garcia

    2006-01-01

    This article provides an overview of the major factors and interventions affecting migrant students' academic performance/outcomes. Factors outside the school, such as poverty, family, and English language proficiency, are discussed. Next, factors inside the school, such as student records, credit accrual, and school curriculum, will be reviewed.…