Chan, Evelyn T. Y.
This study examined students' construction of academic subject identity in a university humanities discipline, English literary studies. In so doing, the study aimed to provide an empirically grounded intervention in current debates on the value of the humanities in higher education. Eight students participated in interviews lasting 15-20 minutes…
The global trend of introducing second language learning, namely, English, in primary schools is increasing. In Saudi Arabia, where English has never been taught in primary schools, the government to implement English as a second language at the primary level in 2005; however, this generated controversy. Opposition to the learning of English has…
Enright, Kerry Anne
Comprehensive high schools are extremely complex sites for the teaching and learning of academic literacies. However, current policy mandates emphasizing standards and accountability mask this complexity. Legislation such as No Child Left Behind in the United States and similar initiatives in other countries narrow the curriculum through their…
The article examines the ways in which rationalities of risk currently work to produce the academic as a self-managing worker within the 'post-welfare' university as a risk-conscious organization. It explores how risk minimization as audit (individual, departmental, organizational), engages all individuals within the university in doing particular…
Students will have to use language all their lives, whether they are signing off on stock investments, guiding airplanes to land, or writing the next great novel. Language is the stuff of communication, and English happens to be the most commonly used language in the world. However, Canadian schools do not adequately prepare young people to use…
Hussain, Ishtiaq; Hamdani, Syed Nisar Hussain; Quraishi, Uzma; Zeeshan, Muhammad
The major objective of the study was to determine the role of the direct teaching method in the academic achievement of students in English at the secondary level. To achieve the said objective, the Solomon Four-Design pre-test/post-test equivalent group design was considered to be the most useful design for this study. The pre-test was used to…
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…
Wang, Min-Fen; Bakken, Lori L.
Introduction: Academic writing for publication is competitive and demanding for researchers. For the novice English-as-a-second-language (ESL) researcher, the pressure to publish compounds the difficulties of mastering the English language. Very few studies have used ESL graduate and post-graduate students as academic writing research subjects.…
Wilson, Jane; Fang, Chloe; Rollins, Jenice; Valadez, Destinee
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…
Salamonson, Yenna; Everett, Bronwyn; Koch, Jane; Andrew, Sharon; Davidson, Patricia M
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.
I come to this article as an experienced primary and middle years teacher and midcareer university-based academic with a vested interest in researching the message systems of the disciplinary field of subject English. My sociocultural perspective challenges those who view English teaching predominantly as a cognitive act of learning to read or…
Mauranen, Anna; Hynninen, Niina; Ranta, Elina
English is unquestionably the world language of academia--yet its most notable characteristic, being predominantly used by non-native speakers, has not seriously been taken on board in ESP descriptive studies. The project English as an academic lingua franca (ELFA) based at the University of Helsinki investigates academic discourses, branching out…
Examines the learning and use of academic English words by students who differ socioculturally. Argues that the Greco-Latin vocabulary of English offers various levels of potential difficulty for students from different class, cultural, or linguistic social factions. Infers some changes to practices in native and second language academic English…
Malone, Margaret E.
This article presents a review of the Canadian Academic English Language (CAEL) Assessment, a high stakes standardized test of the English language. It is a topic-based test that integrates listening, reading, writing and speaking. The test is designed to describe the level of English language proficiency of test takers planning to study at…
Guerrero, Michael D.
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…
Freberg, Miranda E.
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…
Anderson, Alida; Loughlin, Sandra M.
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 = 18) with…
Duszak, Anna; Lewkowicz, Jo
The language in which to publish is a complex issue for academics in Poland. With the growth of English as the global lingua franca it may appear to be the obvious language of choice. Yet, publishing in English inevitably brings with it linguistic challenges. It also raises concerns of a social and ideological nature. Choosing to publish in Polish…
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…
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…
Donnelly, Whitney Bray; Roe, Christopher J.
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…
Pae, Hye K.
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'…
This study examines the academic motivation, in a Turkish context, of Turkish pre-service English teachers to contribute field research. Students (n=287) completed the Academic Motivation Scale (AMS) and a demographic questionnaire. Data were analyzed using descriptive statistics, a one-way ANOVA, independent sample t-test, and Pearson product…
Indiana State Commission for Higher Education, Indianapolis.
This guide to Indiana's academic standards in English/Language Arts, Mathematics, Science, and the Social Studies for Grade 8 students begins with a note to students and another note to parents. The guide spells out what students should know and be able to do in each subject, at each grade level. The guide also lists 10 things parents can do to…
Indiana State Dept. of Public Instruction, Indianapolis.
This guide to Indiana's academic standards in English/Language Arts, Mathematics, Science, and the Social Studies for Grade 6 students begins with a note to students and another note to parents. The guide spells out what students should know and be able to do in each subject, at each grade level. The guide also lists 10 things parents can do to…
Indiana State Dept. of Education, Indianapolis.
This guide to Indiana's academic standards in English/Language Arts, Mathematics, Science, and the Social Studies for Grade 5 students begins with a note to students and another note to parents. The guide spells out what students should know and be able to do in each subject, at each grade level. The guide also lists 10 things parents can do to…
Indiana State Dept. of Public Instruction, Indianapolis.
This guide to Indiana's academic standards in English/Language Arts, Mathematics, Science, and the Social Studies for Grade 7 students begins with a note to students and another note to parents. The guide spells out what students should know and be able to do in each subject, at each grade level. The guide also lists 10 things parents can do to…
Anson, Daniel W. J.
This paper investigates the language of the 2009 NSW Stage 6 English Syllabus. I argue that the language of the syllabus aims to create two distinct subjects: Subject English, that is, what students learn; and the subject position of its students, that is, what students are expected to become. Analysis reveals themes of personal development and…
Hopkins, Megan; Lowenhaupt, Rebecca; Sweet, Tracy M.
In the context of shifting demographics and standards-based reform, school districts in new immigrant destinations are charged with designing infrastructures that support teaching and learning for English learners (ELs) in core academic subjects. This article uses qualitative data and social network analysis to examine how one district in the…
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)…
Two recent books, "English Teachers in a Postwar Democracy: Emerging Choice in London Schools, 1945-1965" and "The London Association for the Teaching of English, 1947-67: A History," explore an important period in the development of English as a school subject and in the remaking of the professional identity of English…
McGrath, Lisa; Kaufhold, Kathrin
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…
Cons, Andrea M.
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…
This paper examines the relationship between objective academic achievement (OAA) and subjective well-being (SWB). Using a sample of 515 adolescents from ten different high schools across a small country, semi-structured interviews, academic records and observations provided relevant data for the study. OAA was measured from examination results…
Noh, Dong-Jo; Kim, Sung-Jin; Ahn, In-Ja; Noh, Younghee
Interest in subject specialists in academic libraries has recently been increasing. After being a trend in the West in the 1960s, interest declined in this method of service provision in academic libraries until its recent return to prominence in the last decade. The purpose of this article is to introduce the current movement of Korean…
Martirosyan, Nara M.; Hwang, Eunjin; Wanjohi, Reubenson
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…
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…
Brooks, Katie; Thurston, Linda P.
This study used an ecobehavioral approach to investigate the conditional probability that English language learning (ELL) students would engage in academic tasks in urban middle school content area classrooms within different instructional grouping configurations. These configurations included whole class, small group, one-to-one, and individual…
Short, Deborah J.; Fidelman, Carolyn G.; Louguit, Mohammed
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…
Rimfeld, Kaili; Kovas, Yulia; Dale, Philip S; Plomin, Robert
Research has shown that genes play an important role in educational achievement. A key question is the extent to which the same genes affect different academic subjects before and after controlling for general intelligence. The present study investigated genetic and environmental influences on, and links between, the various subjects of the age-16 UK-wide standardized GCSE (General Certificate of Secondary Education) examination results for 12,632 twins. Using the twin method that compares identical and non-identical twins, we found that all GCSE subjects were substantially heritable, and that various academic subjects correlated substantially both phenotypically and genetically, even after controlling for intelligence. Further evidence for pleiotropy in academic achievement was found using a method based directly on DNA from unrelated individuals. We conclude that performance differences for all subjects are highly heritable at the end of compulsory education and that many of the same genes affect different subjects independent of intelligence.
Rimfeld, Kaili; Kovas, Yulia; Dale, Philip S.; Plomin, Robert
Research has shown that genes play an important role in educational achievement. A key question is the extent to which the same genes affect different academic subjects before and after controlling for general intelligence. The present study investigated genetic and environmental influences on, and links between, the various subjects of the age-16 UK-wide standardized GCSE (General Certificate of Secondary Education) examination results for 12,632 twins. Using the twin method that compares identical and non-identical twins, we found that all GCSE subjects were substantially heritable, and that various academic subjects correlated substantially both phenotypically and genetically, even after controlling for intelligence. Further evidence for pleiotropy in academic achievement was found using a method based directly on DNA from unrelated individuals. We conclude that performance differences for all subjects are highly heritable at the end of compulsory education and that many of the same genes affect different subjects independent of intelligence. PMID:26203819
Brown, Jean E.
A list of 26 periodicals for use as supplementary instruction for gifted English students presents information on title, frequency of publication, and on publisher (along with a brief annotation) for publications in six categories: literary anthology; cultural and historical heritage; humor; literary criticism; literary, political, and social…
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…
This research aimed to investigate; students' English academic achievement, beliefs about English language learning, English language learning strategies, and the relationship of them. Descriptive and correlational design, quantitative methods were applied in this research. The students' final English scores of the first year, BALLI, and SILL were…
Al-Khairy, Mohamed Ali
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…
Cheng, Ying; Liu, Nian Cai
Upon numerous requests to provide ranking of world universities by broad subject fields/schools/colleges and by subject fields/programs/departments, the authors present the ranking methodologies and problems that arose from the research by the Institute of Higher Education, Shanghai Jiao Tong University on the Academic Ranking of World…
DiCerbo, Patricia A.; Anstrom, Kristina A.; Baker, Lottie L.; Rivera, Charlene
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…
August, Diane; Artzi, Lauren; Barr, Christopher
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…
Fass-Holmes, Barry; Vaughn, Allison A.
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.…
Adzmi, Nor Aslah; Bidin, Samsiah; Ibrahim, Syazliyati; Jusoff, Kamaruzaman
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…
The large-scale continuous migration of speakers from the Anglophone Caribbean to the United States over the past 2 decades has led to an influx of school children who are native speakers of English-lexified Creoles (ELCs). These are oral languages which do not generally occur in formal institutional domains requiring academic registers. Thus,…
Constantinou, Phoebe; Wuest, Deborah A.
The common core, with its emphasis on the development of English language art and mathematics skills and literacy, presents challenges for teachers of all subjects. Academic language is expected to be developed within each disciplinary area. In other words, educators are expected to identify the language demands of their discipline and prepare…
Smale, Maura A.
Many academic librarians are interested in pursuing research studies that involve students, faculty, and other library patrons; these projects must be approved by an institutional review board (IRB). This article reviews federal requirements and regulations for human subjects research and explains the IRB application process. The author discusses…
... 34 Education 2 2012-07-01 2012-07-01 false Core academic subjects. 300.10 Section 300.10 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE EDUCATION OF CHILDREN...
... 34 Education 2 2013-07-01 2013-07-01 false Core academic subjects. 300.10 Section 300.10 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE EDUCATION OF CHILDREN...
... 34 Education 2 2014-07-01 2013-07-01 true Core academic subjects. 300.10 Section 300.10 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE EDUCATION OF CHILDREN...
... 34 Education 2 2010-07-01 2010-07-01 false Core academic subjects. 300.10 Section 300.10 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE EDUCATION OF CHILDREN...
Burnham-Massey, Laurie; Pina, Marilyn
Examines the effects of bilingual instruction on English academic achievement of limited English proficient (LEP) students. Finds that bilingual education is an effective instructional program for LEP students. (MG)
Parker, Caroline; O'Dwyer, Laura; Irwin, Clare
English learner students are one of the fastest growing subgroups in America's schools, and gaps between English learner students and their native English-speaking peers in academic outcomes remain large in most districts and states. This study examines data for all English learner students in grades K-12 in the study district who took the…
The study utilised a fine-grained diagnostic checklist to assess first-year undergraduates in Hong Kong and evaluated its validity and usefulness for diagnosing academic writing in English. Ten English language instructors marked 472 academic essays with the checklist. They also agreed on a Q-matrix, which specified the relationships among the…
Jackson, Daniel O.
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…
Behrens, Susan; Mercer, Cindy
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…
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…
This article considers a case of local language socialization and accommodation in a multilingual community of practice: the use of English as an additional academic language for specific purposes at a bilingual Swiss university and its implications for teaching. The acronym ELF(A) is used throughout as short for English as a Lingua Franca (in…
Bohát, Róbert; Rödlingová, Beata; Horáková, Nina
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…
Erickson, Shanna; Heit, Evan
Two studies addressed student metacognition in math, measuring confidence accuracy about math performance. Underconfidence would be expected in light of pervasive math anxiety. However, one might alternatively expect overconfidence based on previous results showing overconfidence in other subject domains. Metacognitive judgments and performance were assessed for biology, literature, and mathematics tests. In Study 1, high school students took three different tests and provided estimates of their performance both before and after taking each test. In Study 2, undergraduates similarly took three shortened SAT II Subject Tests. Students were overconfident in predicting math performance, indeed showing greater overconfidence compared to other academic subjects. It appears that both overconfidence and anxiety can adversely affect metacognitive ability and can lead to math avoidance. The results have implications for educational practice and other environments that require extensive use of math.
Erickson, Shanna; Heit, Evan
Two studies addressed student metacognition in math, measuring confidence accuracy about math performance. Underconfidence would be expected in light of pervasive math anxiety. However, one might alternatively expect overconfidence based on previous results showing overconfidence in other subject domains. Metacognitive judgments and performance were assessed for biology, literature, and mathematics tests. In Study 1, high school students took three different tests and provided estimates of their performance both before and after taking each test. In Study 2, undergraduates similarly took three shortened SAT II Subject Tests. Students were overconfident in predicting math performance, indeed showing greater overconfidence compared to other academic subjects. It appears that both overconfidence and anxiety can adversely affect metacognitive ability and can lead to math avoidance. The results have implications for educational practice and other environments that require extensive use of math. PMID:26082742
Latterman, Caroline Kennelly
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…
Schroeder, Rui M.
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…
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…
Nevin, Ann, Ed.; Renne, Diane, Ed.
This document presents 13 detailed lesson plans for use with limited English speaking students in grades K-12 who also have disabilities. Although the formats vary, each lesson plan usually provides information on learning objectives, appropriate grade level, type of disability, correlation with national or state standards, subject areas…
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.
Gogol, Katarzyna; Brunner, Martin; Preckel, Franzis; Goetz, Thomas; Martin, Romain
The present study investigated the developmental dynamics of general and subject-specific (i.e., mathematics, French, and German) components of students' academic self-concept, anxiety, and interest. To this end, the authors integrated three lines of research: (a) hierarchical and multidimensional approaches to the conceptualization of each construct, (b) longitudinal analyses of bottom-up and top-down developmental processes across hierarchical levels, and (c) developmental processes across subjects. The data stemmed from two longitudinal large-scale samples (N = 3498 and N = 3863) of students attending Grades 7 and 9 in Luxembourgish schools. Nested-factor models were applied to represent each construct at each grade level. The analyses demonstrated that several characteristics were shared across constructs. All constructs were multidimensional in nature with respect to the different subjects, showed a hierarchical organization with a general component at the apex of the hierarchy, and had a strong separation between the subject-specific components at both grade levels. Further, all constructs showed moderate differential stabilities at both the general (0.42 < r < 0.55) and subject-specific levels (0.45 < r < 0.73). Further, little evidence was found for top-down or bottom-up developmental processes. Rather, general and subject-specific components in Grade 9 proved to be primarily a function of the corresponding components in Grade 7. Finally, change in several subject-specific components could be explained by negative effects across subjects.
Gogol, Katarzyna; Brunner, Martin; Preckel, Franzis; Goetz, Thomas; Martin, Romain
The present study investigated the developmental dynamics of general and subject-specific (i.e., mathematics, French, and German) components of students' academic self-concept, anxiety, and interest. To this end, the authors integrated three lines of research: (a) hierarchical and multidimensional approaches to the conceptualization of each construct, (b) longitudinal analyses of bottom-up and top-down developmental processes across hierarchical levels, and (c) developmental processes across subjects. The data stemmed from two longitudinal large-scale samples (N = 3498 and N = 3863) of students attending Grades 7 and 9 in Luxembourgish schools. Nested-factor models were applied to represent each construct at each grade level. The analyses demonstrated that several characteristics were shared across constructs. All constructs were multidimensional in nature with respect to the different subjects, showed a hierarchical organization with a general component at the apex of the hierarchy, and had a strong separation between the subject-specific components at both grade levels. Further, all constructs showed moderate differential stabilities at both the general (0.42 < r < 0.55) and subject-specific levels (0.45 < r < 0.73). Further, little evidence was found for top-down or bottom-up developmental processes. Rather, general and subject-specific components in Grade 9 proved to be primarily a function of the corresponding components in Grade 7. Finally, change in several subject-specific components could be explained by negative effects across subjects. PMID:27014162
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
Lange, Cheryl M; Lane-Outlaw, Susan; Lange, William E; Sherwood, Dyan L
This study examines reading and mathematics academic growth of deaf and hard-of-hearing students instructed through an American Sign Language (ASL)/English bilingual model. The study participants were exposed to the model for a minimum of 4 years. The study participants' academic growth rates were measured using the Northwest Evaluation Association's Measure of Academic Progress assessment and compared with a national-normed group of grade-level peers that consisted primarily of hearing students. The study also compared academic growth for participants by various characteristics such as gender, parents' hearing status, and secondary disability status and examined the academic outcomes for students after a minimum of 4 years of instruction in an ASL/English bilingual model. The findings support the efficacy of the ASL/English bilingual model.
Barrett, Neil E.; Liu, Gi-Zen
English has become the de facto language for communication in academia in many parts of the world, but English language learners often lack the language resources to make effective oral academic presentations. However, English for academic purposes (EAP) research is beginning to provide valuable insights into this emerging field. This literature…
Drawn on the sociocultural paradigm, I examined teacher-student communication with emphasis on teacher's talk and its role on international students' learning English as a Second Language in an English for Academic Purposes classroom in a global campus in the U.S. Developmental data analyses of class observations, teacher and student interviews,…
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+…
Que, Hua; Li, Xuemei
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…
Chen, Jin; Belkada, Safia; Okamoto, Toshio
This paper describes an experimental study aimed at investigating the learning effectiveness of a Web-based course called "Academic English" (EAP) for Japanese learners of English. The main focus of the study was to examine the form, function, and impact of interaction in the course. Twenty university-level EFL students participated in…
Language proficiency constitutes a crucial barrier for prospective international teaching assistants (ITAs). Many US universities administer screening tests to ensure that ITAs possess the required academic oral English proficiency for their TA duties. Such ITA screening tests often elicit a sample of spoken English, which is evaluated in terms of…
Dutro, Susana; Levy, Ellen; Moore, David W.
Susana Dutro and Ellen Levy are leaders of E.L. Achieve, an organization dedicated to assisting educators in equipping English learners for academic achievement. They see adolescent English learners regularly confronting the challenge of developing the language needed to fully participate in middle and high school classrooms. Their approach to…
LaRocque, Geraldine E.
Testing Marshall McLuhan's thesis that the educational system favors the visually oriented student and militates against the audile-tactile youngster, this pilot study attempted to discover whether or not academically successful ninth-grade English students have a different sensory response pattern than unsuccessful ninth-grade English students.…
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…
Aims to answer the following research questions: (1) Are general English ability and specific purpose English ability related to computer skills? and (2) Is general English ability transferable to specific purpose English ability? Subjects were third year science students enrolled in an English for academic purposes course. (Author/VWL)
Olsson, Anna; Sheridan, Vera
This empirical study surveyed academic staff at a Swedish university about their experiences and perceptions of the use of English in their academic fields. The objective was to examine how the influence of English in disciplinary domains might affect the viability of Swedish in the academic sphere and to investigate how it might disadvantage…
Aliakbari, Mohammad; Abol-Nejadian, Rezvan
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…
Strike, Tony; Taylor, John
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…
Akyildiz, Seçil Tümen; Semerci, Çetin
This study aimed at investigating the effect of the cognitive coaching-supported reflective teaching approach in English language teaching on the academic success of students and on the permanence of success. It was conducted during the spring semester of 2013/2014 academic year at the School of Foreign Languages, Firat University, Elazig, Turkey.…
Otunuku, Mo'ale; Brown, Gavin T. L.
Research indicates that affective attitudes such as liking of a subject and confidence in one's ability within a subject predict academic performance. Generally, immigrant minority students have positive attitudes and often have low academic performance. This study examines the self-efficacy and liking of subjects of New Zealand students and…
Young, Lynne; O'Brien, Trudy
Describes a program designed to improve English skills in university students learning English as a second language through a Canadian literature and history component. Reading lists are appended. (AM)
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…
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…
In this article, I address the present-day political and pedagogical implications of the imposition of one year of English only immersion on limited English proficient (LEP) students. The article also presents a case study of an inner-city community in Massachusetts during the early years -- 1968-1974 -- of transition from English only to…
Weaver, Roslyn; Jackson, Debra
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.
Al Hamdany, Hayder; Picard, Michelle
This paper explores the perceptions of Iraqi students of three different English Programs (a general English for academic purposes program, a pre-enrolment English program and the English component of a disciplinary bridging program) at an Australian University as reflected in their language learning narratives. It focuses specifically on the…
Dev, Smitha; Qiqieh, Sura
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…
Hijikata, Yuko; Nakatani, Yasuo; Shimizu, Maki
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…
Lozano, Cristobal; Mendikoetxea, Amaya
This paper investigates how syntactic knowledge interfaces with other cognitive systems by analysing the production of postverbal subjects, V(erb)-S(ubject) order, in an L1 Spanish-L2 English corpus and a comparable English native corpus. VS order in both native and L2 English is shown to be constrained by properties operating at three interfaces:…
Kiany, G. Reza
This study sought to determine whether extroversion or introversion has anything to do with English-as-a-foreign-language learning and content-subject learning of Iranian non-English major postgraduates currently studying in the United Kingdom. Subjects were given the Persian form of the Eysenck Personality Questionnaire twice and asked to report…
Gilman, Todd; Lindquist, Thea
The topic of academic/research librarians with subject doctorates remains largely unexplored. Based on survey data gathered from subject-doctorate holders (excluding those with doctorates in LIS) currently working in U.S. and Canadian academic/research libraries, this article extends the analysis published by the authors in the January 2008 issue…
Examines similarities and differences in the degree of commitment and detachment in English, Bulgarian, and Bulgarian English research articles in linguistics. Analysis shows considerable difference in the overall distribution of hedges and boosters throughout the introductions, discussions, and conclusions of the articles, which may lead to…
Öztürk, Yusuf; Köse, Gül Durmusoglu
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…
Davison, Jon, Ed.; Daly, Caroline, Ed.; Moss, John, Ed.
"Debates in English Teaching" explores the major issues all English teachers encounter in their daily professional lives. It engages with established and contemporary debates, promotes and supports critical reflection and aims to stimulate both novice and experienced teachers to reach informed judgements and argue their point of view with deeper…
Cons, Andrea Marie
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…
Drawing on research conducted at National University of Ireland, Galway, this paper explores how senior managers at an Irish university are seeking to measure and facilitate academic performance in the context of national and global competitiveness and a higher education landscape that appears firmly inflected by neoliberal ideas of rankings,…
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
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…
Lillis, Theresa; Curry, Mary Jane
Scholars around the world are under increasing pressure to publish their research in the medium of English. However, little empirical research has explored how the global premium of English influences the academic text production of scholars working outside of English-speaking countries. This article draws on a longitudinal text-oriented…
Frantz, Roger S.; Bailey, Alison L.; Starr, Laura; Perea, Luis
The current focus across the U.S. on student college and career readiness standards makes clear that both instruction and assessment of academic English will continue to be important for school-age English learner (EL) students. This article presents an overview and summary of key literature on academic language (usually academic English);…
In this article, the author argues that, wherever possible, English teachers should not consider English or English education curriculum as an end in itself but rather a "means" to an end--the building of a critical and compassionate community both within and beyond the classroom. Building such a community involves a re-imagining of the teaching…
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 degrees…
Kim, Won Gyoung; García, Shernaz B.
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 their…
Mertin, Patricia Anne
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…
Choi, Ick Kyu
At the University of California, Los Angeles, the Test of Oral Proficiency (TOP), an internally developed oral proficiency test, is administered to international teaching assistant (ITA) candidates to ensure an appropriate level of academic oral English proficiency. Test taker performances are rated live by two raters according to four subscales.…
Bai, Li; Millwater, Jan; Hudson, Peter
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…
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…
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…
Luna, Rosa Munoz
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…
de Souza, Marcela
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…
Explores the genre of the post graduate research proposal as an institutional requirement for international graduate students in an Australian university. Following a survey of attitudes and practices of supervisors, reflects on the political and social dimensions of the role of English for academic purposes (EAP) teachers and reconceptualizes EAP…
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…
Todd, Tracye A.; Stinson, Terrye A.; Sivakumaran, Thillainatarajan
Over the past decade, the number of non-native English speaking students in higher education has increased dramatically. Educators at all levels have experienced challenges in meeting the academic needs of these students and continue to seek strategies for addressing these challenges. This paper describes some of this research related to K-12 and…
Niehaus, Kate; Adelson, Jill L.
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…
Asoodar, Maryam; Marandi, Seyyedeh Susan; Vaezi, Shahin; Desmet, Piet
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…
Jia, J.; Chen, Y.; Ding, Z.; Bai, Y.; Yang, B.; Li, M.; Qi, J.
This research conducted quasi-experiments in four middle schools to evaluate the long-term effects of an intelligent web-based English instruction system, Computer Simulation in Educational Communication (CSIEC), on students' academic attainment. The analysis of regular examination scores and vocabulary test validates the positive impact of CSIEC,…
The purpose of this study was to examine selected factors related to the 8th grade mathematics achievement levels of English Language Learner (ELL) students in selected South Texas middle schools. The dependent variable, ELL mathematics achievement, was measured by the ELL student's raw score on the State of Texas Assessment of Academic Readiness…
Shim, Jenna Min
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…
... Office of English Language Acquisition; Overview Information; Language Enhancement, and Academic... Priority 2 is from Title V, Part D, Subpart 9, section 5493 of the Elementary and Secondary Education Act... Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 80, 81, 82,...
This article investigates the effects of the maintenance of Japanese as a heritage language on English and overall academic achievement. The interrelationships among Japanese oral and writing proficiency, SAT I Verbal, SAT I, and high school grade point average (GPA) were examined. The participants were 31 second generation Japanese-American…
Umansky, Ilana M.
This study examines the characteristics and determinants of English learners' (ELs') access to academic content in middle school (Grades 6-8). Following 10 years of data from a large urban school district in California, I identify two predominant characteristics of EL access to content: leveled tracking in which ELs are overrepresented in lower…
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…
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…
Erten, Ismail Hakki
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…
Sidman-Taveau, Rebekah; Karathanos-Aguilar, Katya
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…
While many US colleges and universities offer specialized writing courses for multilingual students entering as freshmen, including international students, there is typically little instructional support for the academic English needs of international transfer students. This article describes the development and implementation of a writing course…
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 ideals,…
Suleman, Qaiser; Hussain, Ishtiaq
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…
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…
This case study of an adjunct-model English for Academic Purposes (EAP) writing course linked to a policy-analysis course describes an effective approach for putting "specificity" into practice in EAP curriculum design. The rationale for interdisciplinary collaboration, the positive learning outcomes from the EAP writing course, the…
Ramos, Kathleen Ann
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…
The increasingly international orientation of many higher education (HE) institutes and the growing role of English as an academic lingua franca have far-reaching implications for how we conceptualise universities and student mobility. In this paper, it is argued that the complexity and diversity of languages, communities and cultures present in…
Holligan, Chris; Wilson, Michael; Humes, Walter
The paper reports the findings of a small-scale qualitative investigation into academic staff perceptions of research cultures across 10 English and Scottish university education departments. The study sheds light on four interrelated issues: the nature of research cultures, perceived facilitators, perceived constraints and the emotional landscape…
Lindquist, Thea; Gilman, Todd
The topic of academic/research librarians with subject doctorates is largely unexplored in the literature, despite recent efforts to recruit them. Based on survey data gathered from non-LIS doctorate holders currently working in U.S. and Canadian academic/research libraries, this article highlights data and trends relating to these librarians,…
Because of current federal and state educational policies, oral language development is an often overlooked aspect of language and literacy use and development of English Learning (EL) students in K-12 schools in the United States. This article describes a study in which a researcher used an ecobehavioral approach to investigate the conditional…
Cook, H. Gary; Boals, Timothy; Lundberg, Todd
Over 5 million students are learning English in America's public schools, accounting for more than 10% of the K-12 population. That's a 50% increase in the last decade. This demographic change has been matched by changes in national policy. Before No Child Left Behind, states set their own accountability policies. Now, they must demonstrate that…
We report on how technological developments have enabled us to change our concepts and practices regarding voice and text coaching and how this in turn has raised the level of literary competence among non-native doctoral students seeking publication in English in scientific journals. We describe models for marking, peer reviewing and coaching…
Murie, Robin; Bents, Mary
The University of Minnesota is helping provide greater college access for students from immigrant families who must learn to negotiate a new culture and language as well as manage lives often marked by poverty and under-funded urban schools. In the University's Commanding English program, immigrant high school students study both at their high…
Mahalingappa, Laura J.; Polat, Nihat
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…
In the first half of the twentieth century, the ideal of democracy influenced the conceptions people had of the academic subject matters. A common criticism was that abstract academic subjects served aristocratic societies. Although most theorists considered the academic subjects to be important, they had differing views on the conception of…
Zappa-Hollman, Sandra; Duff, Patricia A.
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,…
Thompson, Paul; Tribble, Chris
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…
Given that L1A of subject properties in non-null subject languages emerges later than that of null subject languages, this study aims at determining to what extent the same pattern of acquisition is observed in early child L2A in bilingual immersion settings where English and Spanish are both source and target languages. Using an elicited oral…
Thorpe, Andy; Snell, Martin; Davey-Evans, Sue; Talman, Richard
There is an established, if weak, inverse relationship between levels of English language proficiency and academic performance in higher education. In response, higher education institutions (HEIs) insist upon minimum entry requirements concerning language for international applicants. Many HEIs now also offer pre-sessional English courses to…
Arcuino, Cathy Lee T.
The purpose of this study was to examine if the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS) are related to academic success defined by final cumulative grade point average (GPA). The data sample, from three Midwestern universities, was comprised of international graduate students who…
Guglielmi, R. Sergio
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…
Hopes, Diana L.
The intent of this study was to examine predictor variables significant in developing English Language Learners' (ELLs) English language proficiency skills and academic achievement in reading, math, and writing. Using a sequential mixed methods design, the study sought to unveil how state and federal mandates in assessments and programmatic…
Rimfeld, Kaili; Ayorech, Ziada; Dale, Philip S.; Kovas, Yulia; Plomin, Robert
We have previously shown that individual differences in educational achievement are highly heritable throughout compulsory education. After completing compulsory education at age 16, students in England can choose to continue to study for two years (A-levels) in preparation for applying to university and they can freely choose which subjects to study. Here, for the first time, we show that choosing to do A-levels and the choice of subjects show substantial genetic influence, as does performance after two years studying the chosen subjects. Using a UK-representative sample of 6584 twin pairs, heritability estimates were 44% for choosing to do A-levels and 52–80% for choice of subject. Achievement after two years was also highly heritable (35–76%). The findings that DNA differences substantially affect differences in appetites as well as aptitudes suggest a genetic way of thinking about education in which individuals actively create their own educational experiences in part based on their genetic propensities. PMID:27310577
Sargent, Aloha R.; Becker, Bernd W.; Klingberg, Susan
This case study analyzes the use of library school interns on subject-based teams for the social sciences, humanities, and sciences in the San Jose State University Library. Interns worked closely with team librarians on reference, collection development/management, and instruction activities. In a structured focus group, interns reported that the…
Since the Association of College and Research Libraries (ACRL) first published its terminal degree statement in 1975, the topic of librarians and advanced subject degrees has been controversial, and research on the topic has remained limited. Based on data gathered from two major online job sites as well as library and information science programs…
Court, Krista; Johnson, Helen
Strong arguments have been forwarded for embedding academic writing development into the UK higher education curriculum and for subject tutors to facilitate this development (Hyland, 2000; Lea & Street, 2006; Monroe, 2003; Wingate, 2006). This small-scale case study explores subject tutors' practices and beliefs with regard to the provision of…
Staff of subject centres have been largely invisible from discussions about the nature of Educational Development in the UK, which has largely focused on the institutional context. This article seeks to enhance the visibility and identity of subject centre academic coordinators who provide discipline-based teaching and learning support across the…
Nero, Neil; Langley, Anne
The work of subject liaison librarians in academic libraries has morphed to include a variety of roles that reach beyond the traditional. This study captures responses of 1,808 participants from land-grant, Oberlin Group, and Association of Research Libraries (ARL) institutions to a questionnaire about subject liaison librarians. The questionnaire…
Toscano, Rose Marie; McKee, Barbara; Lepoutre, Dominique
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.
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…
Lambert, Olga Demin
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…
Bosworth, Tina M.
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…
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…
Hrastinski, Iva; Wilbur, Ronnie B.
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…
Pilcher, Nick; Richards, Kendall
Much research into the use of corpora and discourse to support higher education students on pre-sessional and in-sessional courses champions subject specificity. Drawing on the work of writers such as Bakhtin [(1981). "The dialogic imagination: Four essays by MM Bakhtin" (M. Holquist, Ed.; C. Emerson & M. Holquist, Trans.). Austin:…
Lo, Yuen Yi
Content-based instruction (CBI) adopts a second language (L2) as the medium of instruction for some or all academic subjects to facilitate L2 learning. There seem however, no uniform policies concerning which academic subjects should be taught in L2, in case only some subjects are involved. Conventional wisdom tends to favour Humanities subjects…
This study utilized the flow theory of intrinsic motivation to evaluate the subjective experience of 78 academically talented high school sophomores participating in an 8-day summer research apprenticeship program in materials and nuclear science. The program involved morning lectures on such topics as physics of electromagnetic radiation, energy…
Lilla, Rick; Hipps, Nena; Corman, Brenda
Presents results of research into the best of the academic subject directories, based on three general category searches--one historical, one in literature, and one in the field of science. Describes the 11 winning selections in three divided groups: winners, runners-up, and third-place contenders. (AEF)
This article addresses a question for those seeking to deepen engagement with nontraditional students for strategies of widening participation in the higher education setting. The question is as follows: how can the academic subject be made more "open" to what the student (and therefore also the nontraditional student) can bring to it?…
Jimmefors, Alexander; Mousavi, Fariba; Adrianson, Lillemor; Rosenberg, Patricia; Archer, Trevor
Background. Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: assessment and locomotion. Moreover, both subjective and psychological well-being along exercise behaviour might also play a role on adolescents academic achievement. Method. Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Regulatory Mode Questionnaire to measure self-regulation strategies (i.e., locomotion and assessment). Well-being was measured using Ryff’s Psychological Well-Being Scales short version, the Temporal Satisfaction with Life Scale, and the Positive Affect and Negative Affect Schedule. Exercise behaviour was self-reported using questions pertaining to frequency and intensity of exercise compliance. Academic achievement was operationalized through the pupils’ mean value of final grades in Swedish, Mathematics, English, and Physical Education. Both correlation and regressions analyses were conducted. Results. Academic achievement was positively related to assessment, well-being, and frequent/intensive exercise behaviour. Assessment was, however, negatively related to well-being. Locomotion on the other hand was positively associated to well-being and also to exercise behaviour. Conclusions. The results suggest a dual (in)direct model to increase pupils’ academic achievement and well-being—assessment being directly related to higher academic achievement, while locomotion is related to frequently exercising and well-being, which in turn, increase academic achievement. PMID:25861553
The present article investigates writer-reader interaction through the construction of writer and reader personae in English and German popular scientific writing by means of first person plural pronouns in subject position. Popular scientific writing only became firmly established as a German-language genre in the last quarter of the 20th century…
Zwanziger, Elizabeth E; Allen, Shanley E M; Genesee, Fred
This study investigates subject omission in six English-Inuktitut simultaneous bilingual children, aged 1;8-3;9, to examine whether there are cross-language influences in their language development. Previous research with other language pairs has shown that the morphosyntax of one language can influence the development of morphosyntax in the other language. Most of this research has focused on Romance-Germanic language combinations using case studies. In this study, we examined a language pair (English-Inuktitut) with radically different morphosyntactic structures. Analysis of the English-only and Inuktitut-only utterances of the children revealed monolingual-like acquisition patterns and subject omission rates. The data indicate that these bilingual children possessed knowledge of the target languages that was language-specific and that previously identified triggers for crosslinguistic influence do not operate universally.
Franck, Julie; Vigliocco, Gabriella; Nicol, Janet
Reports two parallel experiments conducted in French and in English in which subject-verb agreement errors were induced to explore the role of syntactic structure during sentence production. Aims to understand how syntactic structure contributes to the occurrence of errors. (Author/VWL)
Stanko, Rebecca Louise
Research on teaching, and research about secondary English teachers in particular, has focused on classroom practice. This focus implicitly devalues knowledges beyond those related to classroom practice, and re/produces a public/private divide in the subjectivities of teachers in which "teacher identity" and "teacher knowledge"…
Purpose: The purpose of this study was to identify academic preparation and subject-area certifications of K-12 public school staff teaching at least one health education class during 2011-2012 academic year. In general, teachers who are well qualified to teach a subject area are more likely to positively affect student achievement. Methods: Data…
Liu, Dianzhi; Zhang, Ronghua
This study is conducted with self-developed questionnaire on 910 middle school students, aimed at describing middle school students' academic subjective well-being and exploring its influential factors. Results show that (1) Academic subjective well-being of middle school students is generally low and there exist differences in different schools…
Kaliyadan, Feroze; Thalamkandathil, Nazer; Parupalli, Srinivas Rao; Amin, Tarek Tawfik; Balaha, Magdy Hassan; Al Bu Ali, Waleed Hamad
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
Sheng, Li; Lu, Ying; Gollan, Tamar H.
This study examines the convergence and divergence between subjective and objective measures of language proficiency for assessing language dominance in Mandarin-English bilinguals. Sixty-two young adults (Experiment 1) and 27 children (Experiment 2) provided self-ratings of proficiency level (or were rated by their parents), were interviewed for spoken proficiency, and named pictures in the Multilingual Naming Test (MINT) and (in Experiment 1 only) the Boston Naming Test. In Experiment 1, the four measures converged in the number of people classified into different dominance groups but both naming tests indicated greater English dominance than self-report and interview measures. In Experiment 2, parent report and interview measures converged in dominance classifications but the MINT indicated higher degrees of English dominance. To a large extent bilinguals were able to classify themselves (or their children) into dominance groups but some mismatches between measures in dominance classification were observed for all age and dominance groups. These results, together with previous findings with Spanish-English bilingual adults (Gollan et al., 2012), suggest that bilinguals may shift to English dominance in confrontation naming before they do so in conversational fluency, and that dominance shifts persist throughout the lifespan but may be relatively more pronounced in children. These findings caution against the use of self-reports as the sole means of classifying bilinguals into dominance groups and support a multi-measure approach including direct assessment of the relevant linguistic domain. PMID:25379011
Elder, Catherine; McNamara, Tim; Congdon, Peter
The use of common tasks and rating procedures when assessing the communicative skills of students from highly diverse linguistic and cultural backgrounds poses particular measurement challenges, which have thus far received little research attention. If assessment tasks or criteria are found to function differentially for particular subpopulations within a test candidature with the same or a similar level of criterion ability, then the test is open to charges of bias in favour of one or other group. While there have been numerous studies involving dichotomous language test items (see e.g. Chen and Henning, 1985 and more recently Elder, 1996) few studies have considered the issue of bias in relation to performance based tasks which are assessed subjectively, via analytic and holistic rating scales. The paper demonstrates how Rasch analytic procedures can be applied to the investigation of item bias or differential item functioning (DIF) in both dichotomous and scalar items on a test of English for academic purposes. The data were gathered from a pilot English language test administered to a representative sample of undergraduate students (N= 139) enrolled in their first year of study at an English-medium university. The sample included native speakers of English who had completed up to 12 years of secondary schooling in their first language (L1) and immigrant students, mainly from Asian language backgrounds, with varying degrees of prior English language instruction and exposure. The purpose of the test was to diagnose the academic English needs of incoming undergraduates so that additional support could be offered to those deemed at risk of failure in their university study. Some of the tasks included in the assessment procedure involved objectively-scored items (measuring vocabulary knowledge, text-editing skills and reading and listening comprehension) whereas others (i.e. a report and an argumentative writing task) were subjectively-scored. The study models a
English education for specific purpose (ESP) , particularly for the field of natural sciences and technologies, has been attracting great interests in Japan because of the growing demands of the ability to use English in working place to the graduates in the filed. In Gunma University, we have launched a new style of ESP program tilted as “Collaboration between Academic and Industrial Sectors for Practical English Education” as a part of Good Practice Program supported by the Ministry of Education, Culture, Sports, Science, and Technology, Japan (MEXT) since 2006. The program aims to steam up the ability of students to use English through a variety of activities including the presentation of scientific topics in English in a regular class work and the pseudo-conversation (role-playing) style training in a non-regular class work.
Steinmayr, Ricarda; Crede, Julia; McElvany, Nele; Wirthwein, Linda
In the context of adolescents’ subjective well-being (SWB), research has recently focused on a number of different school variables. The direction of the relationships between adolescents’ SWB, academic achievement, and test anxiety is, however, still open although reciprocal causation has been hypothesized. The present study set out to investigate to what extent SWB, academic achievement, and test anxiety influence each other over time. A sample of N = 290 11th grade students (n = 138 female; age: M = 16.54 years, SD = 0.57) completed measures of SWB and test anxiety in the time span of 1 year. Grade point average (GPA) indicated students’ academic achievement. We analyzed the reciprocal relations using cross-lagged structural equation modeling. The model fit was satisfactory for all computed models. Results indicated that the worry component of test anxiety negatively and GPA positively predicted changes in the cognitive component of SWB (life satisfaction). Worry also negatively predicted changes in the affective component of SWB. Moreover, worry negatively predicted changes in students’ GPA. Directions for future research and the differential predictive influences of academic achievement and test anxiety on adolescents’ SWB are discussed with regard to potential underlying processes. PMID:26779096
Steinmayr, Ricarda; Crede, Julia; McElvany, Nele; Wirthwein, Linda
In the context of adolescents' subjective well-being (SWB), research has recently focused on a number of different school variables. The direction of the relationships between adolescents' SWB, academic achievement, and test anxiety is, however, still open although reciprocal causation has been hypothesized. The present study set out to investigate to what extent SWB, academic achievement, and test anxiety influence each other over time. A sample of N = 290 11th grade students (n = 138 female; age: M = 16.54 years, SD = 0.57) completed measures of SWB and test anxiety in the time span of 1 year. Grade point average (GPA) indicated students' academic achievement. We analyzed the reciprocal relations using cross-lagged structural equation modeling. The model fit was satisfactory for all computed models. Results indicated that the worry component of test anxiety negatively and GPA positively predicted changes in the cognitive component of SWB (life satisfaction). Worry also negatively predicted changes in the affective component of SWB. Moreover, worry negatively predicted changes in students' GPA. Directions for future research and the differential predictive influences of academic achievement and test anxiety on adolescents' SWB are discussed with regard to potential underlying processes.
Douglas, Scott Roy; Kim, Marcia
English for Academic Purposes (EAP) programs designed to meet postsecondary English language proficiency requirements are a common pathway to higher education for students from non-English-speaking backgrounds. Grounded in a Canadian context, this study seeks to examine the prevalence of Task-Based Language Teaching (TBLT) in EAP, common examples…
Liu, Jin-Yu; Chang, Yu-Jung; Yang, Fang-Ying; Sun, Yu-Chih
The purpose of the study is to explore English as a foreign language (EFL) college students' needs in English for General Purposes (EGP) and English for Specific/Academic Purposes (ESP/EAP) courses in terms of their perceptions of three subcategories of needs--necessities, wants, and lacks--and reasons for students' course enrollment. A…
Corpora have been suggested as valuable sources for teaching English for academic purposes (EAP). Since previous studies have mainly focused on corpus use in classroom settings, more research is needed to reveal how students react to using corpora on their own and what should be provided to help them become autonomous corpus users, considering…
Aminy, Marina; Karathanos, Katya
While programs have been established to support secondary level English Learners (ELs) in their transition to institutions of higher education (IHEs), limited attention has been given to how to support adult ELs who struggle with the academic language demands of their college or university content-area courses. Research indicates that many EL…
Martinez, Jose Felipe; Bailey, Alison L.; Kerr, Deirdre; Huang, Becky H.; Beauregard, Stacey
The present study piloted a survey-based measure of Opportunity to Learn (OTL) and Academic Language Exposure (ALE) in fourth grade science classrooms that sought to distinguish teacher practices with ELL (English language learner) and non-ELL students. In the survey, participant teachers reported on their instructional practices and the context…
Robertson, Phyllis M.; García, Shernaz B.; Rodríguez, Haydeé M.
This article describes a Collaborative Intervention Project designed to prepare preservice teachers to develop, implement, monitor, and evaluate interventions for English learners (ELs) in need of academic and/or behavioral supports. Faculty from two departments, one preparing bilingual education (BE) elementary school teachers and the other…
Lapayese, Yvette; Huchting, Karen; Grimalt, Olga
Although biliteracy plays a vital role in academic achievement, there has been little research on the unique needs of female and male English language learners. Becoming biliterate is a complex process, compounded by other variables such as 1st-language background, class, culture, and gender. Among these variables, gender has been the least…
Constantinou, Phoebe; Wuest, Deborah A.
With the common core emphasis on English language art and mathematics skills, physical educators are faced with a challenging task. Educators, in general, are expected to identifying the language demands of their discipline and develop academic language skills within each disciplinary area. In other words, educators are expected to prepare…
Hussain, Ishtiaq; Inamullah, Hafiz; Naseer-Ud-Din, Muhammad; Hafizatullah, Hafiz
The major objective of this study was to determine the role of the direct teaching method in the academic achievement of students in English at the secondary level. To achieve the said objective, the "Solomon Four-Design pre-test/post-test equivalent group design" was considered to be the most useful design for this study. The pre-test…
Matthews, Paul H.; Mellom, Paula J.
Mixed-method evaluation of two iterations of month-long summer enrichment programs for English-learning secondary students investigated impacts on participants' beliefs about school and academic achievement, and on actual course choices, test outcomes, and graduation rates. Students (N = 85) from one ethnically diverse, high-poverty high school in…
Using the academic writing sub-corpora of the Corpus of Contemporary American English and the British National Corpus as data and building on previous research, this study strives to identify the most frequently-used multi-word constructions (MWCs) of various types (e.g., idioms, lexical bundles, and phrasal/prepositional verbs) in general…
Shneyderman, Aleksandr; Abella, Rodolfo
This study was conducted to explore the effects of a two-way immersion bilingual program on maintenance/acquisition of Spanish-language proficiency and on reading and mathematics achievement in English over a period of 4 academic years. The researchers used Hierarchical Linear Modeling (HLM) techniques to compare the effects of two different…
Romhild, Anja; Kenyon, Dorry; MacGregor, David
This study examined the role of domain-general and domain-specific linguistic knowledge in the assessment of academic English language proficiency using a latent variable modeling approach. The goal of the study was to examine if modeling of domain-specific variance results in improved model fit and well-defined latent factors. Analyses were…
This report is a first person narration of the entire process of a qualitative study exploring the impact of ESL students' native cultural and rhetorical conventions, as well as classroom cultures on their academic English writing in American universities. Data were collected through semistructured interviews. A coding system was constructed to…
Although the concept of universal design for learning (UDL) is well understood in the world of architecture and in the area of special education, its use to increase the academic performance of high school English learners (ELs) is not widely explored. To reduce this void, this article presents an overview of the UDL concept and its principles,…
Incirci, Ayhan; Parmaksiz, Ramazan Sükrü
The aim of this study is to investigate the effects of applying the writing letter activity of writing to learn strategies on the English Language Academic Achievement and Attitude level of 11th grade students. The research was carried out with 84 students (43 male, 41 female) at one of the state schools in the Black Sea Region of Turkey. Mixed…
Scott, Jessica A; Hoffmeister, Robert J
For many years, researchers have sought to understand the reading development of deaf and hard of hearing (DHH) students. Guided by prior research on DHH and hearing students, in this study we investigate the hypothesis that for secondary school DHH students enrolled in American Sign Language (ASL)/English bilingual schools for the deaf, academic English proficiency would be a significant predictor of reading comprehension alongside ASL proficiency. Using linear regression, we found statistically significant interaction effects between academic English knowledge and word reading fluency in predicting the reading comprehension scores of the participants. However, ASL remained the strongest and most consistent predictor of reading comprehension within the sample. Findings support a model in which socio-demographic factors, ASL proficiency, and word reading fluency are primary predictors of reading comprehension for secondary DHH students.
Green, Rod; Brown, Elizabeth; Ward, Alex
In 2009 the Faculty of Health Sciences at La Trobe University in Melbourne, Australia is introducing a common first year for 11 different undergraduate courses in the faculty. Current prerequisite science entry requirements vary with course and range from none to at least two science or mathematics subjects and from approximately 50 to 99 in Equivalent National Tertiary Entrance Rank (ENTER) scores. Under the previous structure, students in different courses completed a variety of different subjects at first year. Concern about the ability of such disparate groups to complete a common first year led to the current investigation of the relationships between year 12 (final year of secondary school) science subjects and performance in first year university bioscience subjects. Year 12 results for all science-related units and ENTER scores were obtained for all Victorian students enrolling in a first year course in the Faculty of Health Sciences in 2005 and 2006. Regression and other analyses were conducted for five first year bioscience subjects. The ENTER score was the best predictor of academic performance in all units except regional anatomy. Performance in many secondary school science subjects was highly predictive of performance in physiology, combined systematic physiology and anatomy and biomechanics units, but again not for regional anatomy units. It appears that year 12 performance in science subjects and ENTER scores may be important predictors of success in physiology, but not regional anatomy subjects at university. It is possible that regional anatomy is an entirely new subject area that requires new types of learning unrelated to year 12 science subjects.
Abdel-Khalek, Ahmed M
An English version, a translation of the Kuwait University Anxiety Scale written originally in Arabic, was prepared. Several cycles of translation and back translation were carried out. Bilingual Arab college students, studying English language and literature (N=74) responded to the two versions of this scale in counterbalanced order. The correlation between the two forms was .96 denoting high cross-language equivalence. The nonsignificant mean difference for total scores between the two versions was an indication that they functioned as equivalent stimuli. Thus, the English version of the scale is highly recommended for use with English-speaking subjects.
English for the Academically Talented Student in the Secondary School. 1969 Revision of the Report of the Committee on English Programs for High School Students of Superior Ability of the National Council of Teachers of English.
Elliott, Virginia A., Ed.; Josephs, Lois S., Ed.
Introducing the essays in this publication, Virginia A. Elliott and Lois S. Josephs review the problems of teaching English to the academically talented student. Essays are by (1) Michael F. Shugrue, who surveys, from 1958 through 1968, the achievements of conferences, Curriculum Study Centers, and the Dartmouth Seminar; (2) John Simmons, who…
Mercuri, Sandra Patricia
This case study examines the practice of two bilingual education teachers in an attempt to understand the planning and instructional activities occurring in their classrooms by focusing on students' academic language development during science instruction. This site was selected as an 'instrumental' case to examine for several reasons. This school is among the few in the district that is teaching science. Despite the political climate related to bilingual education, the teachers at this school offer an articulated dual immersion program from K to grade six. This site has experienced success in beginning to close the achievement gap between English learners and their native English speaking peers on standardized test measures. Using a qualitative approach, data was collected from two unique cases through detailed observations of classroom practice, audio-taped lessons, an initial and a follow up interview, artifacts and an initial survey. Scarcella's (2003) framework on academic language was used to analyze the different components of academic language of the science instruction. A theoretical framework from Stoddart et al. on levels of integrated planning expertise and Dell' Alba & Sandberg's concept of embodied understanding of practice also informed the study. Three main findings were drawn from this study: (a) academic language can be effectively taught through science instruction when teachers have the expertise to integrate language learning with science inquiry; (b) the teaching of and planning for academic language development through content is shaped over time by teachers' teaching and personal experiences with the content and their ability to integrate both; (c) While a theoretical model of academic language can be used to analyze teachers' instructional strategies during a science lesson, this model has limitations. Teachers' understanding of their own practice developed overtime shaped the way they manipulated the curriculum for their particular grade
Min, Lau Sing; Sungif, Nur Atiqah Md.; Yusup, Farah Nabillah Mior
In the Malaysian education system, English has always played an important role. In acknowledging its importance, Malaysian University English Test (MUET) has been introduced to enable continued emphasis on this role. MUET has been made compulsory for those who wish to pursue a first degree programme in local universities. This study aims to…
This article is based on a field study in two boy-dominated classes in a vocational programme in a Swedish upper secondary school. The focus of the article is the boys' perspective on their cheating activities during lessons and tests within academic subjects. Since the boys often regarded these subjects as boring and useless in relation to their…
Kim, Hye Yeong
Grounded in sociocultural models of learning, this study explores structures for participation and types of interaction that occur during the performance of technology-assisted tasks in a science classroom to detail some of the opportunities for learning made available to English learners (ELs) and some practices that might constitute effective instruction within such a context. In particular, this study explores how ELs use language to socialize and how they are socialized to use language during technology-assisted tasks in a science classroom within a given participant structure. Findings show that five different participant structures were used during technology-assisted tasks, all of which required ELs to understand and use varied interaction patterns; different levels of authority and responsibilities were given to interlocutors in each structure. As different participant structures employed different interactional patterns and practices, learners behaved according to differing norms expected by each participant structure. Findings showed that members of the class shared the rules regarding the initiation of interactions and open topics, as well as allowing time to listen and follow the cue of teachers or technology. In this sense, the class functioned as a community of practice (Lave & Wenger, 1991). Each participant structure appeared to contribute to the variety of the interaction types, as well as to kinds of subsequent learning and socialization of ELs, providing divergent levels of transparency, legitimacy, and peripherality to ELs. The integration of technology unfolded differently across participant structures and has implications for ELs' academic language learning opportunities.
The contemporary South African subject English classroom is a complex space requiring ongoing attention to issues of cultural and linguistic diversity, and frequently manifesting the need to work across historically constructed differences in race, ethnicity and socioeconomic status. This article reports on one aspect of a broader research…
Brown, Annie; Iwashita, Noriko; McNamara, Tim
This report documents two coordinated exploratory studies into the nature of oral English-for-academic-purposes (EAP) proficiency. Study I used verbal-report methodology to examine field experts? rating orientations, and Study II investigated the quality of test-taker discourse on two different Test of English as a Foreign Language? (TOEFL®) task…
Atai, Mahmood Reza; Dashtestani, Reza
English for academic purposes (EAP) has established itself as a considerable part of English as a foreign language (EFL) instruction in Iranian universities. Considering the Internet as a major educational source in EAP reading courses, it is highly important that the stakeholders have positive attitudes toward it and be aware of promises and…
Kangas, Jon; Ma, Tony
In fall 1992, a study was conducted at Evergreen Valley College (EVC) and San Jose City College (SJCC), in California, to measure the persistence rate over 4 academic years of students with no previous college experience who entered into a fundamentals of reading course (English 321) and an introduction to college reading course (English 322) in…
Kangas, Jon; Ma, Tony
In fall 1992, a study was conducted at Evergreen Valley College (EVC) and San Jose City College (SJCC), in California, to measure the persistence rate of fall 1988 developmental English students (ENGL 330 at EVC; ENGL 335 at SJCC) through transfer level English (1A) over 4 academic years. Results of the study included the following: (1) of the 152…
This study explores a second-grade English language learner's literacy development and ability to use blogging for social and academic purposes, in the context of learning academic writing genres in a US urban school. Grounded in sociocultural theories, it conceptualizes learning as appropriation, and language as a dynamic and functional system of…
Albashtawi, Abeer H.; Jaganathan, Paramaswari; Singh, Manjet
This study aimed to investigate the linguistic knowledge aspect in academic reading, the challenges and the deployed strategies by English major undergraduates at a Jordanian institution of higher education. The importance of the study is attributed to the importance of the academic reading at university which is closely related to the academic…
Ouellette-Schramm, Jennifer R.
Academic language is a challenging yet increasingly important skill for Adult Basic Education/English as a Second or Other Language learners. Related to academic language learning is an adult's developmental perspective. Developmental perspectives have been shown to vary in adulthood and shape qualitatively distinct ways of reasoning and learning…
Herbert, Ida L.
Approval plans are widely used in academic libraries to acquire current books soon after publication without time-consuming, costly title-by-title ordering. However, return rates of unselected books to the approval plan vendor are sometimes unacceptably high. Wright State University Library attempted to moderate their high approval return rates by…
Examines the needs of law students in Israel, finding that while the amount of English needed by law students in law school may be diminishing, the importance of the English language cases they do read is increasing. (VWL)
In the process of internationalization of their teaching programmes many universities all over the world are now offering courses in English. This is a typical English as a Lingua Franca (ELF) situation in which both lecturers and students--although they are not native speakers of English--use this language as a common means of communication and…
Baecher, Laura; Schieble, Melissa; Rosalia, Christine; Rorimer, Sarah
This research investigated the use of blogs to promote collaboration between teaching English to speakers of other languages (TESOL) teacher candidates and Adolescent English teacher candidates and to sensitize them to the writing demands placed on secondary English language learners (ELLs). Blogs offered an authentic experience for teacher…
Franquiz, Maria E.; Salinas, Cinthia
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…
The population of English as a Second Language (ESL) learners has increased significantly in higher education settings in the United States today. It has been reported that Japanese ESL students are generally unsuccessful when studying in English speaking countries. The typical way of reading in English for Japanese students is the…
Grose-Fifer, Jillian; Helmer, Kimberly A.; Zottoli, Tina M.
We investigated whether students in psychology-based learning communities (LCs; i.e., cohorts who took introductory psychology and English together) performed better on psychology tests than those in standard classes. There were two types of LC; in one (connected LC), we created links between English and psychology by using English class readings…
Xu, Di; Jaggars, Shanna S.
Using a dataset containing nearly 500,000 courses taken by over 40,000 community and technical college students in Washington State, this study examines the performance gap between online and face-to-face courses and how the size of that gap differs across student subgroups and academic subject areas. While all types of students in the study…
Wilbur, Ronnie B.
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
Hrastinski, Iva; Wilbur, Ronnie B
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.
Common Core State Standards Initiative, 2010
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects ("the Standards") are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K-12 standards in order to help ensure that all students…
This paper investigates the influence of popular/corporate culture texts and discourses on the subjectivities and everyday social experiences of young people, and the extent to which such influences are critically analysed in the English classroom. I present two levels of synthesised information using data analysis born of a mixed-methods…
de Oliveira, Luciana C., Ed.
This volume in the Common Core State Standards (CCSS) for English Language Learners series was designed to deepen teacher's knowledge and provides instructional approaches and practices for supporting grades 6-12 ELLs as they meet the ambitious expectations of the CCSS for Literacy in History/Social Studies, Science, and Technical Subjects. This…
Kanero, Junko; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick
Languages differ greatly in how they express causal events. In languages like Japanese, the subjects of causative sentences, or "causers," are generally animate and intentional, whereas in other languages like English, causers range widely from animate beings to inanimate objects (e.g. Wolff, Jeon & Li, 2009). This paper explores…
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…
Hartung, Catherine; Barnes, Nicoli; Welch, Rosie; O'Flynn, Gabrielle; Uptin, Jonnell; McMahon, Samantha
The "neoliberal turn" in the higher education sector has received significant intellectual scrutiny in recent times. This scrutiny, led by many established academics working within the sector, has highlighted the negative repercussions for teaching and research staff, often referred to as the "academic precariat" due to their…
There is a growing literature discussing the experiences and identities of academics working within the "new times" of contemporary academia. Critiques have been levied at the impact of neoliberalism on the nature, organisation and purpose of higher education (HE), highlighting the negative consequences for "traditional" academic identities and…
Chanock, Kate; Horton, Craig; Reedman, Mark; Stephenson, Bret
This article discusses a Design for Learning project in the Faculty of Humanities and Social Sciences, where academic and personal support for students was interwoven in their first semester. Staff of the Academic Language and Learning Unit (ALLU) worked with discipline staff to develop their students' capabilities across a range of disciplines,…
Guyton, Edith; Farokhi, Elizabeth
In order to determine if successful academic performance assures good teaching, four measures of academic achievement of teacher education graduates of Georgia State University from 1981 through 1984 were correlated with on-the-job performance assessments. Results are presented and implications for education policies are discussed. (Author/MT)
Tanielian, Adam R.
Thailand boasts a robust ESL system in both public and private schools, where students learn various subjects from native speakers in the English language. Foreign language classroom anxiety (FLCA) is a subject that is relevant to ESL instruction and learning. This study assesses associations between FLCA and academic performance in English and…
El-Dakhs, Dina Abdel Salam
In recent years, a number of studies have attempted to assess the English vocabulary knowledge of high-school students and undergraduate university students in contexts where English is a foreign language (EFL). The present paper explores the lexical development of Arab undergraduates at a Saudi University where EFL is the medium of instruction.…
Green, James A.
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…
Describes an effective way of teaching English at non-English-speaking teachers' colleges. Notes this Content-Based Unit Learning approach focuses on authentic content material necessary to increase teachers' college students' knowledge. Shows the approach increases students' motivation. Contends that language and reading skills are learned best…
There has been a rapid increase in the emergence of minority groups during the past few decades in the United States. Hispanics are the largest minority group that has people who speak English as a second language. The increasing proportion of English Language Learning (ELL) students has made it more difficult to maintain high learning standards.…
This article challenges the categorisation of English into national forms, arguing that this obscures differences in usage within a nation and ignores genres and registers that exist around the world. Further, I suggest that in addition to examining the spread of English around the world, scholars should study the ubiquity of various discourses…
Lillis, Theresa; Curry, Mary Jane
Drawing on 95 text histories from a longitudinal project on writing for publication in 4 national contexts, this article analyses the language ideologies enacted in referees' and editors' comments on articles submitted for publication in English-medium "international" journals. It considers how orientations to "English,"…
Kojour, Masoud Kermani; Heirati, Javad Kia
This study was framed in the sociocultural theory to look into the evolution of L2 learners' beliefs about the general English course during a term. One hundred ninety-eight male and female university students and their general English course teacher were randomly selected as the participants of the study. Data were gathered through the…
This study investigates Korean English teachers' responses to the current English Language Teaching (ELT) policies and reveals the attributes of their professional identity from their responses. Data collected from different narratives demonstrate that the teachers value the principles of communicative language teaching, but are not supportive of…
Zhonggen, Yu; Guifang, Wang
The flipped classroom has been achieving a great success in teaching innovation. This study, aiming to determine the effectiveness of the flipped model in business English writing course, combined the quantitative with the qualitative research methods. Participants were randomly selected from undergraduate students majoring in business English.…
This paper arises from a concern that in English-as-foreign-language (EFL) curricula there are apparently unsystematic and linguistically under-theorized approaches to language development. The paper explores EFL unit plans across upper primary and lower secondary schooling, in a context where secondary school graduates need English mainly for…
Although official promotion of content-based English language teaching started in mainland China only at the turn of the century, this form of language instruction, widely known in China as "Chinese-English bilingual education," has gathered great momentum in the last 6 years and is now rattling across the country like a juggernaut.…
Tian, Lili; Yu, Tingting; Huebner, E. Scott
The purpose of this study was to examine the multiple mediational roles of academic social comparison directions (upward academic social comparison and downward academic social comparison) on the relationships between achievement goal orientations (i.e., mastery goals, performance-approach goals, and performance-avoidance goals) and subjective well-being (SWB) in school (school satisfaction, school affect) in adolescent students in China. A total of 883 Chinese adolescent students (430 males; Mean age = 12.99) completed a multi-measure questionnaire. Structural equation modeling was used to examine the hypotheses. Results indicated that (1) mastery goal orientations and performance-approach goal orientations both showed a statistically significant, positive correlation with SWB in school whereas performance-avoidance goal orientations showed a statistically significant, negative correlation with SWB in school among adolescents; (2) upward academic social comparisons mediated the relation between the three types of achievement goal orientations (i.e., mastery goals, performance-approach goals, and performance-avoidance goals) and SWB in school; (3) downward academic social comparisons mediated the relation between mastery goal orientations and SWB in school as well as the relation between performance-avoidance goal orientations and SWB in school. The findings suggest possible important cultural differences in the antecedents of SWB in school in adolescent students in China compared to adolescent students in Western nations. PMID:28197109
Tian, Lili; Yu, Tingting; Huebner, E Scott
The purpose of this study was to examine the multiple mediational roles of academic social comparison directions (upward academic social comparison and downward academic social comparison) on the relationships between achievement goal orientations (i.e., mastery goals, performance-approach goals, and performance-avoidance goals) and subjective well-being (SWB) in school (school satisfaction, school affect) in adolescent students in China. A total of 883 Chinese adolescent students (430 males; Mean age = 12.99) completed a multi-measure questionnaire. Structural equation modeling was used to examine the hypotheses. Results indicated that (1) mastery goal orientations and performance-approach goal orientations both showed a statistically significant, positive correlation with SWB in school whereas performance-avoidance goal orientations showed a statistically significant, negative correlation with SWB in school among adolescents; (2) upward academic social comparisons mediated the relation between the three types of achievement goal orientations (i.e., mastery goals, performance-approach goals, and performance-avoidance goals) and SWB in school; (3) downward academic social comparisons mediated the relation between mastery goal orientations and SWB in school as well as the relation between performance-avoidance goal orientations and SWB in school. The findings suggest possible important cultural differences in the antecedents of SWB in school in adolescent students in China compared to adolescent students in Western nations.
Haas, Eric; Tran, Loan; Huang, Min
When is the right moment to transition an English learner student from part-time participation in English language development classes into full-time participation in mainstream English-only classes? English learner students should be moved into full-time mainstream English-only classes when they are sufficiently fluent in English to be able to…
Milosavljević, Nataša; Vuletić, Aleksandar; Jovković, Ljiljana
The aim of this paper is to present specificities of the English language teaching necessary for successful education and professional training of medical students. In contemporary globalized world the English language has become the basic language of communication in all scientific fields including the field of medical science. It is well established that Medical English teaching should primarily focus on stable linguistic competence in English that is created by means of content and context based curriculum, thus preparing students for active use of English upon graduation. In order to achieve this it is very important that English language teaching be based on specific real situations in which the language is to be used. In addition, students should be encouraged to adapt practical skills applicable in specific future professional setting. Medical English teaching represents constant challenge for teachers because they need to be flexible, open to new approaches and methods, make decisions and adapt themselves to constant changes. In addition, long-term learning is at the core of higher education, and being equal partners, both students and teachers should be aware that education is a two-way process.
Lu, Jinjin; Liu, Yingliang
Enhancing students' learning autonomy has been emphasized in the current round of English curriculum reforms by the Ministry of Education (MOE) in China. The initial aim of the new guidelines was developed to enhance students' English proficiency to better fulfil their basic education (Nine-year compulsory education). However, up until now, very…
This article presents practical suggestions and tasks to make it easier to teach second language academic writing at the college level. It discusses the necessity of a warm-up period in which learners produce first drafts in pairs or small groups and do peer error correction. The article offers tasks such as reacting to an academic review,…
Jennings, Heather M.
Rates of in-coming college students in need of academic remediation are on the rise, for both community college and four-year colleges. Consequently, many of these students will be required to enroll in some level of academic remediation in reading, writing and/or math to develop the basic skills necessary for student success in college-level…
Malmberg, Lars-Erik; Hall, James; Martin, Andrew J.
Past research into the ability of students to "bounce back" from everyday academic setback (academic buoyancy) has lacked sensitivity to the contexts in which children demonstrate this behavior. Here we aimed to contextualize past findings by reporting the results of an exploratory investigation that featured: (1) repeated measurement of…
Paradis, Johanne; Navarro, Samuel
This study investigated whether crosslinguistic interference occurs in the domain of subject realization in Spanish in a bilingual acquisition context. We were also interested in exploring whether the source of the interference is due to child-internal crosslanguage contact between English and Spanish, as is commonly assumed, or due to the nature of the language input in a bilingual family, a factor which has not typically been considered in studies of crosslinguistic influence. The use of subjects in a null subject language like Spanish is a phenomenon linked to the pragmatics/syntax interface of the grammar, and thus, is a domain where crosslinguistic interference is predicted to be likely to occur in bilingual acquisition (Müller & Hulk, 2001). Using spontaneous language data available from CHILDES (www.childes.psy.cmu.edu), we examined the use of overt subjects in Spanish by two Spanish monolingual children (ages: 1;8-2;7 and 1;8-1;11) one Spanish-English bilingual child (age 1;9-2;6) and their parental interlocutors. We looked at the proportions of overt versus null subjects as well as the discourse-pragmatic contexts of overt subject use by the children in order to uncover bilingual/monolingual differences in the distributional properties and the functional determinants of subject realization. We also looked at identical variables in the speech of the children's parental interlocutors to investigate the potential influence of the input on the children's output. Our results suggest that the bilingual child showed patterns in her subject realizations in Spanish that could be interpreted as due to crosslinguistic effects from English; however, there is also evidence that these effects may have a source in the input, rather than resulting from internal crosslanguage contact. While our data do not permit us to distinguish conclusively between these two possible sources, they indicate that future research on crosslinguistic influence in bilingual acquisition
Lechner, Simone; Siemund, Peter
Bi- and multilingualism has been shown to have positive effects on the attainment of third and additional languages. These effects, however, depend on the type of bi- and multilingualism and the status of the languages involved (Cenoz, 2003; Jessner, 2006). In this exploratory trend study, we revisit Cummins' Threshold Hypothesis (1979), claiming that bilingual children must reach certain levels of attainment in order to (a) avoid academic deficits and (b) allow bilingualism to have a positive effect on their cognitive development and academic attainment. To this end, we examine the attainment of English as an academic language of 16-years-old school children from Hamburg (n = 52). Our findings support the existence of thresholds for literacy attainment. We argue that language external factors may override positive effects of bilingualism. In addition, these factors may compensate negative effects attributable to low literacy attainment in German and the heritage languages. We also show that low attainment levels in migrant children's heritage languages preempt high literacy attainment in additional languages. PMID:24926277
Lechner, Simone; Siemund, Peter
Bi- and multilingualism has been shown to have positive effects on the attainment of third and additional languages. These effects, however, depend on the type of bi- and multilingualism and the status of the languages involved (Cenoz, 2003; Jessner, 2006). In this exploratory trend study, we revisit Cummins' Threshold Hypothesis (1979), claiming that bilingual children must reach certain levels of attainment in order to (a) avoid academic deficits and (b) allow bilingualism to have a positive effect on their cognitive development and academic attainment. To this end, we examine the attainment of English as an academic language of 16-years-old school children from Hamburg (n = 52). Our findings support the existence of thresholds for literacy attainment. We argue that language external factors may override positive effects of bilingualism. In addition, these factors may compensate negative effects attributable to low literacy attainment in German and the heritage languages. We also show that low attainment levels in migrant children's heritage languages preempt high literacy attainment in additional languages.
This article introduces the concept of a learning curriculum that places adult English as a second language (ESL) students' needs in the center and encourages the engagement of ESL learners in curriculum design. The study is based on contemporary research in the field of adult ESL program planning. It summarizes key components of a learning…
This article reports on a recent small-scale phenomenological study into the student experience of the doctoral "viva voce". It was prompted by strong concerns about "viva voce" processes on the part of a Director of Graduate Studies in an English university. The study involved semi-structured interviews with 20 respondents…
This study examined subject-object asymmetry and developmental sequence in the second language (L2) acquisition of three types of wh-extraction, i.e., English headed relatives, headless relatives, and embedded wh-questions. Sixty-four L1 Korean learners of English completed an elicited imitation task and a grammaticality judgment task. The learners demonstrated a subject advantage in the headed RCs and headless RCs, but an object advantage in the embedded wh-questions, which suggests that they treat embedded wh-questions differently from headed relatives and headless relatives despite the similarities in surface forms. The learners further demonstrated the order of developing headless RCs followed by embedded wh-questions, and subsequently headed RCs, which supports the primacy of headless relatives as a simple nominal in L2 development.
Much has been written about academic developers as change agents but not in an interprofessional education (IPE) context. IPE involves teaching students in different health professions how to work effectively in teams across professional boundaries to improve the quality of patient care. Extensive evidence reveals that implementing sustainable IPE…
Providing feedback on draft essays is an accepted means of enacting a social-constructivist approach to assessment, aligning with current views on the value of formative feedback and assessment for learning (AFL). However, the use of this process as a means of improving not only content but also students' academic writing skills has not been…
Nunez, Imanol; Livanos, Ilias
This paper examines the impact of an academic degree and field of study on short and longterm unemployment across Europe (EU15). Labour Force Survey (LFS) data on over half a million individuals are utilised for that purpose. The harmonized LFS classification of level of education and field of study overcomes past problems of comparability across…
This article reviews a suit brought by a high school graduate against a public school district alleging negligence and misrepresentation in academic instruction. The complaint alleged that the plaintiff was unable to read or write above fifth grade level because of the school's failure to educate him. The case was dismissed. (Author/GC)
Social Justice and English Language Learners in the Borderland: A Personal Narrative of a Committed Principal Determined to Take the Steps Necessary for English Language Learners to Achieve and Succeed in Academic Content
Lechuga, Mary Helen
This study embraces the pedagogy that this school's educators believed in and utilized to enhance and expand the academic knowledge of those students who posses a language different from the English language. This research study, represented in a personal narrative, attempts to question the widespread thinking that places all validity on using…
Fenton-Smith, Ben; Humphreys, Pamela
As in other Anglophone nations, a large percentage of Australia's postgraduate international students come from English as an additional language (EAL) backgrounds, and many require development of their academic language and learning (ALL) capabilities to successfully navigate a higher degree. This paper investigates those capabilities through the…
Billings, Elsa S.; Mathison, Carla
This study investigated the impact of technology-based advance organizers (TBAOs) on the academic performance of 240 4th grade English learners (ELs) participating in a science class in School in the Park (SITP), a museum-school collaboration. While SITP provides a rich, hands-on learning environment, ELs face significant linguistic challenges in…
Shi, Qi; Steen, Sam
The Achieving Success Everyday (ASE) group model is used to promote self-esteem and academic performance of English as a second language (ESL) students. The findings from the preliminary data indicated that the participants' self-esteem was significantly improved after participation in the group. There was no significant improvement in the total…
This study addressed the problem of underachieving female English as second language students in the Persian Gulf Region. The purpose of this correlational study was to explore the relationship between parental participation, as measured by a middle school parent-participation survey, and students' academic achievement, as measured by parent…
As English is now promoted as an academic subject in primary and secondary schools in China, creating an enormous demand for qualified English teachers, there is a need to understand English teachers' motivation and commitment to the teaching career. In this paper, the author reports on a biographical study of 12 teachers who taught in schools in…
Park, Hyung-Ran; Kim, Chun-Ja; Park, Jee-Won; Park, Eunyoung
The purpose of this study was to examine the effectiveness of team-based learning (a well-recognized learning and teaching strategy), applied in a health assessment subject, on nursing students' perceived teamwork (team-efficacy and team skills) and academic performance (individual and team readiness assurance tests, and examination scores). A prospective, one-group, pre- and post-test design enrolled a convenience sample of 74 second-year nursing students at a university in Suwon, Korea. Team-based learning was applied in a 2-credit health assessment subject over a 16-week semester. All students received written material one week before each class for readiness preparation. After administering individual- and team-readiness assurance tests consecutively, the subject instructor gave immediate feedback and delivered a mini-lecture to the students. Finally, students carried out skill based application exercises. The findings showed significant improvements in the mean scores of students' perceived teamwork after the introduction of team-based learning. In addition, team-efficacy was associated with team-adaptability skills and team-interpersonal skills. Regarding academic performance, team readiness assurance tests were significantly higher than individual readiness assurance tests over time. Individual readiness assurance tests were significantly related with examination scores, while team readiness assurance tests were correlated with team-efficacy and team-interpersonal skills. The application of team-based learning in a health assessment subject can enhance students' perceived teamwork and academic performance. This finding suggests that team-based learning may be an effective learning and teaching strategy for improving team-work of nursing students, who need to collaborate and effectively communicate with health care providers to improve patients' health.
Crawford, Leslie J.
This study identified the perceived professional development needs of English-speaking evangelical theological school deans in Africa and Asia, as a basis for evaluating or creating professional development programs for these regions. It answered the question: What are the perceptions of the need for professional development prior to and after…
Mirhosseini, Seyyed-Abdolhamid; Ghafar Samar, Reza
Mainstream trends of English language teaching (ELT) are predominantly constructed within the epistemological boundaries shaped by the traditional conceptions of linguistics, learning, and teaching as well as positivist research methodology. What tends to be overshadowed by such conceptions is the underlying foundational belief structure of ELT…
Stoller, Fredricka L.
A study investigated factors that facilitate innovation in intensive English programs at 43 universities, based on administrators' perceptions. Results indicate program aspects felt to influence innovation, successfully implemented innovations, and perceived qualities of innovative policies and practices. A complex set of variables emerged. (MSE)
Morris, Michael; Maxey, Shirley
The authors investigate the information content of two commonly used admission tests, namely the Graduate Management Admission Test and the Test of English as a Foreign Language (TOEFL). The analysis extends prior research by investigating the incremental information content of individual components from one admission test conditional on the…
Padilla, Amado M.; Fan, Lorraine; Xu, Xiaoqiu; Silva, Duarte
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…
Vasquez Heilig, Julian; Rodriguez, Cristobal; Somers, Patricia
English learners (ELs) are facing unique issues in higher education that remain largely unexplored. This research focuses on college choice, enrollment, and graduation among high-achieving ELs who were eligible for automatic admission to any public higher education institution in Texas by having graduated in the top 10% of their high school class.…
Bailey, Alison L.; Carroll, Patricia E.
The purpose of this chapter is twofold: (1) to provide a detailed review of current language assessment policies and practices with English language learner (ELL) students under the federal requirements of the No Child Left Behind Act (NCLB; 2001) and relevant research in order to evaluate their technical quality and validity, and (2) to examine…
Negretti, Raffaella; Garcia-Yeste, Miguel
Research on the role of language in multilingual workplaces, where English is often adopted as a lingua franca (ELF), shows that language practices influence socialization and interpersonal communication, frequently creating issues such as asymmetrical sharing of information, language clusters, or thin communication. Similarly to other…
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House, J. Daniel; Prion, Susan K.
This study investigated the predictive relationship between student attitudes and their subsequent achievement in a freshman composition course. Results indicated that academic background and student attitudes were significantly correlated with subsequent grade performance. Attitude variables were more closely related to overall grade performance…
Teacher educators need linguistic tools to help preservice teachers develop a deeper understanding of the academic language demands of the literacy practices required by the Common Core State Standards (CCSS). Systemic functional linguistics (SFL) serves as a tool for developing teachers' knowledge of content-area language. Teachers' increased…
Turkan, Sultan; De Oliveira, Luciana C.; Lee, Okhee; Phelps, Geoffrey
Background/Context: The current research on teacher knowledge and teacher accountability falls short on information about what teacher knowledge base could guide preparation and accountability of the mainstream teachers for meeting the academic needs of ELLs. Most recently, research on specialized knowledge for teaching has offered ways to…
Taboada, Ana; Rutherford, Vanessa
This formative experiment explored the extent to which two instructional frameworks that varied in the explicitness of academic vocabulary instruction, comprehension strategy instruction, and supports for student autonomy influenced reading comprehension, vocabulary acquisition, perceptions of autonomy supports, and reading engagement in…
Burns, Sharon L.
Students' conceptualizations of academic writing are often based on their cultural and social expectations of what it means to be a student or an instructor in the academy. These expectations are as varied as any target population and continue to grow as multi-cultural heritages continue to expand. First-year student writers' performances are…
This article argues that the analysis of changes in the social position of women needs to distinguish between levels of social practice and psychic subjectification. The argument draws on Lacan's conception of the relationship between subjectivity, desire and sexual difference to describe gendered aspects of subjectivity embedded within the…
Baig, Mukhtiar; Tariq, Saba; Rehman, Rehana; Ali, Sobia; Gazzaz, Zohair J
Objective: To assess the effectiveness of concept mapping (CM) on the academic performance of medical students’ in problem-solving as well as in declarative knowledge questions and their perception regarding CM. Methods: The present analytical and questionnaire-based study was carried out at Bahria University Medical and Dental College (BUMDC), Karachi, Pakistan. In this analytical study, students were assessed with problem-solving questions (A-type MCQs), and declarative knowledge questions (short essay questions), and 50% of the questions were from the topics learned by CM. Students also filled a 10-item, 3-point Likert scale questionnaire about their perception regarding the effectiveness of the CM approach, and two open-ended questions were also asked. Results: There was a significant difference in the marks obtained in those problem-solving questions, which were learned by CM as compared to those topics which were taught by the traditional lectures (p<0.001), while no significant difference was observed in marks in declarative knowledge questions (p=0.704). Analysis of students’ perception regarding CM showed that majority of the students perceive that CM is a helpful technique and it is enjoyed by the students. In open-ended questions, the majority of the students commented positively about the effectiveness of CM. Conclusion: Our results indicate that CM improves academic performance in problem solving but not in declarative knowledge questions. Students’ perception about the effectiveness of CM was overwhelmingly positive. PMID:27648017
Presents a reading of "Chinese Hunter," a set of notes about big game hunting in northern China written by John Wong-Quincey, a Chinese academic who taught Shakespeare and western drama at Beijing's Singhua College for many years. (Author/VWL)
Kiany, Gholam Reza; Shayestefar, Parvaneh
BACKGROUND. Theories distinguish between student-initiated and teacher-initiated regulation of students' learning activities, or between strong, shared, or loose teacher control during the completion of learning tasks. Empirical validations for such distinctions are scarce, however. AIM. The present study aimed at (a) investigating students' perceptions of control behaviours exhibited by their English teachers; and (b) exploring the contribution of different types of teacher control behaviours to students' cognitive outcomes (English Achievement). SAMPLE. The sample comprised 732 English as a Foreign Language (EFL) students studying in three major fields of high school (Mathematics, Natural Science, and Humanities). The participants (16-17 years of age) were selected from third-grade classes of 27 EFL teachers working in 25 high schools of 6 main different geographical regions in the Isfahan province, Iran. METHOD. To obtain a comprehensive picture of different control types exhibited by Iranian EFL teachers, the control subscales of the two existing questionnaires, i.e., the Questionnaire on Instructional Behaviours (QIB), adapted by Den Brok et al. (2004) and the Questionnaire on Lesson Activities (QLA) used by Den Brok (2001) were merged to form the Questionnaire of Teacher Control (QTC). The development of this Persian instrument involved several steps: translation and back translation by the researchers, one expert translator, and two EFL teachers; piloting; and a final administration of the questionnaire to the student sample. With respect to the second aim of the study, data regarding students' performances on the Standardized National English Achievement Tests were gathered from local educational offices and schools. RESULTS AND CONCLUSION. Statistical analyses supported acceptable reliability and validity of the instrument. A main factor structure with three types of teacher control (strong/high, shared/mid, and loose/low) was found to underlie students
Irmawati, Noer Doddy
Academic reading is a difficult subject to be mastered. It is needed because most of books or references are written in English. The emphasis is on academic reading which becomes a compulsory subject that must be taught and understood in Faculty of Letters UAD Yogyakarta. Communicative approach is used and applied as an alternative method in the…
This review examines current research on teaching English Language Learners (ELLs) in four content area subjects: History, math, English, and science. The following topics are examined in each content area: The linguistic, cognitive, and sociocultural features of academic literacy and how this literacy can be taught; general investigations of…
Long, Jeanette R.
Unacceptable use of the English language by English language learners (ELLs) at the college level has been determined to be a major deterrent to their success in academia. The problem is that ELLs who complete a language acquisition program may not necessarily perform well in core academic subjects because of persisting language barriers. It is…
Helgeson, John L., Jr.
The pressure educators, schools, and school districts face with meeting Adequate Yearly Progress on state assessments as a result of the No Child Left Behind Act has made some schools and school district reduce class offerings and time for subjects not considered core subjects. In addition, the rising obesity rates in students have prompted…
Green, Rod; Brown, Elizabeth; Ward, Alex
In 2009 the Faculty of Health Sciences at La Trobe University in Melbourne, Australia is introducing a common first year for 11 different undergraduate courses in the faculty. Current prerequisite science entry requirements vary with course and range from none to at least two science or mathematics subjects and from [approximately]50 to 99 in…
Mitchell, David; Lambert, David
This article discusses how subject knowledge development should be conceptualised in the preparation of new secondary school teachers. It is written at a moment of national curriculum revision in England and a "knowledge turn" in education, bringing questions of subject knowledge development to the fore. The authors argue that the…
Ballester, Elizabet Pladevall
Although thoroughly analysed in adult second language acquisition (L2A), the acquisition of subject properties in child L2A has not received so much attention and the majority of studies deal with longitudinal data or only with a single subject property. This study contributes new cross-sectional data from 5-year-old Spanish children acquiring…
Like many other developing countries around the world, China is witnessing a growing prominence of English in its school system. One immensely popular form of English provision in the country is Chinese-English bilingual education for majority-language students, which involves the varying use of English as a medium of instruction in the teaching…
Marcondes, Fernanda Klein; Groppo, Francisco Carlos; Rolim, Gustavo Sattolo; de Moraes, Antonio Bento Alves; Cogo-Müller, Karina; Franz-Montan, Michelle
Objective To investigate the associations among salivary bacteria, oral emanations of volatile sulfur compounds, and academic-related chronic stress in healthy male subjects. Materials and methods Seventy-eight healthy male undergraduate dental students were classified as stressed or not by evaluation of burnout, a syndrome attributed to academic-related chronic stress. This evaluation was carried out using the Maslach Burnout Inventory—Student Survey questionnaire. Oral emanations of hydrogen sulfide, methyl mercaptan, and dimethyl sulfide were measured using an Oral Chroma™ portable gas chromatograph. The amounts in saliva of total bacteria and seven bacteria associated with halitosis were quantified by qPCR. The in vitro production of H2S by S. moorei and/or F. nucleatum was also measured with the Oral Chroma™ instrument. Results The stressed students group showed increased oral emanations of hydrogen sulfide and dimethyl sulfide, together with higher salivary Solobacterium moorei levels (p < 0.05, Mann Whitney test). There were moderate positive correlations between the following pairs of variables: Fusobacterium nucleatum and S. moorei; F. nucleatum and hydrogen sulfide; Tannerella forsythia and F. nucleatum; T. forsythia and S. moorei. These correlations only occurred for the stressed group (p < 0.05, Spearman correlation). The in vitro experiment demonstrated that S. moorei increased H2S production by F. nucleatum (p < 0.05, ANOVA and Tukey’s test). Conclusion The increased amount of S. moorei in saliva, and its coexistence with F. nucleatum and T. forsythia, seemed to be responsible for increased oral hydrogen sulfide in the healthy male stressed subjects. PMID:28319129
The purpose of this multicase study was to discover factors that contribute to Hispanic English language learners' (ELL) high academic performance in high school science in the Rio Grande Valley of Texas. Participants were high school seniors enrolled in college-level classes who had scored commended on the science exit-level Texas Assessment of Knowledge and Skills and ranked toward the top of their class. One student from each of four different high schools in south Texas were selected to participate. Schools identified students meeting the participant criteria and provided consent documents. In this qualitative research study, students were interviewed on three different dates. Administrators and science teachers were also interviewed for triangulation. Significant findings showed that intrinsic qualities were mainly responsible for factors contributing to high academic performance. Hispanic ELL students need meaningful responsibilities to internalize self-esteem and self-efficacy to realize high academic performance. Self-motivation, a contributing factor, provides students with a positive outlook on high academic performance and the ability to defer more immediate undermining rewards. Students expect to contribute to society by helping others. This helps their self-esteem as well as their self-worth and supports high academic performance. Parental and teacher support are critical for high academic performance. Low socioeconomic status alone is not a causal factor for poor academic performance. School administrations should assign willing and enthusiastic teachers as mentors to target students and provide skills to parents that promote, inspire, and motivate students' intrinsic qualities. Future studies should examine different leadership styles that maximize teachers' ability to influence students' high academic performance. Finally, students should be given guidance in setting career goals and demonstrating that high academic achievement is attainable and
The debate about the subject specificity of university language tuition has been going on for decades; it has mostly been discussed in the context of English for Academic Purposes. This paper considers the case for disciplinary specificity with regard to languages other than English. Few, if any, developed curricula, syllabuses, suitable textbooks…
Duffield, Cecily Jill
A key debate in the psycholinguistic study of grammatical language production is whether the process is a syntactocentric one, driven by grammatical information and grammatical rules, or a dynamic, interactive one, involving both semantic and syntactic information. Examining how speakers produce subject-verb number agreement has been useful in…
Guo, Ling-Yu; Owen, Amanda J.; Tomblin, J. Bruce
Purpose: In this study, the authors tested the unique checking constraint (UCC) hypothesis and the usage-based approach concerning why young children variably use tense and agreement morphemes in obligatory contexts by examining the effect of subject types on the production of auxiliary "is". Method: Twenty typically developing 3-year-olds were…
Opoku-Asare, Nana Afia; Tachie-Menson, Akosua; Essel, Harry Barton
Senior High School (SHS) students in Ghana are required to pass all core and elective curricula subjects in the West Africa Senior School Certificate Examination (WASSCE) to qualify for higher education. Unfortunately, many Visual Arts students perform poorly or fail in English, Mathematics, Integrated Science and Social Studies, which constitute…
Parker, Caroline E.; O'Dwyer, Laura M.; Irwin, Clare W.
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…
Okada, Tricia; Milliner, Brett; Ogane, Ethel; Leichsenring, Andrew; Imai, Mitsuko; Cote, Travis; McBride, Paul
English as a Lingua Franca (ELF) refers to the use of English as a contact language between people who have different first languages, including native English speakers (Jenkins, 2014). "ELF is simultaneously the consequence and the principal language medium of globalizing processes" (Jenkins, Cogo, & Dewey, 2011, p. 303). In…
The aim of this study is to investigate the relationship of the perceived types of teachers (liked, disliked and neutral) with the subjective well-being and academic success of their students, and to determine how students come to categorize their liked, disliked and neutral teachers considering the Big-Five Personality Model. The quantitative…
Iwaoka, Wayne T.; Crosetti, Lea M.
It has been reported that students learn best when they use a wide variety of techniques to understand the information of the discipline, be it visual, auditory, discussion with others, metacognition, hands-on activities, or writing about the subject. We report in this article the use of academic journals not only as an aid for students to learn…
Turner, Donald Gene
This study investigated whether students using Project English experimental materials and procedures in seventh-grade language arts classes received quantitatively measurable advantages over those studying with more traditional teaching materials and techniques. From a group of 324 subjects attending two schools in Indianapolis, 83 were taught…
Tessema, Kedir Assefa
In this paper I report the action research I carried out on improving the teaching and learning of academic writing at a university. The action research sprang out of my experiences of learning and teaching academic writing. It sought locality and originality in what students read and write during academic writing courses. The macro and micro…
Baron, Todd H
Publishing medical papers in English is important as English remains the predominant language for most medical papers (both electronic and traditional journal publications). In addition, journals with the highest impact factors are published in English and a publication in English thus enhances the visibility of authors and their institutions, and is important for promotion in some academic centers. This article reviews the basic principles that will help you successfully publish a manuscript in English. Although other books and articles are available on this subject, there are relatively few references. The present article is based on this author's experience of publishing nearly 400 articles in English. It will emphasize writing original articles, but the principles can be applied to virtually any type of manuscript.
A recent national curriculum guide for upper secondary schools in my home country, Iceland, requires secondary schools to work towards equality and five other overarching aims. This requirement raises questions about to what extent secondary schools have to change their curricula in order to approach these aims or work towards them in an adequate…
Guo, Ling-Yu; Van Horne, Amanda J. Owen; Tomblin, J. Bruce
Purpose: Prior work (Guo, Owen, & Tomblin, 2010) has shown that at the group level, auxiliary "is" production by young English-speaking children was symmetrical across lexical noun and pronominal subjects. Individual data did not uniformly reflect these patterns. On the basis of the framework of the gradual morphosyntactic learning (GML)…
Behlol, Malik Ghulam; Anwar, Mohammad
The study was conducted to compare the teaching methods and evaluation practices in English subject at secondary school certificate (SSC) and general certificate of education GCE-O-level in Pakistan. The population of the study was students, teachers and experts at SSC and 0-level in the Punjab province. Purposive and random sampling techniques…
Swales, John M.
The increasing domination of English as the world's leading medium of international professional communication has begun to impact English for Academic Purposes (EAP) programs, specifically the question of whether English is becoming too successful. The article argues that resistance to the "triumphalism" of English is a responsibility of EAP…
Gouzouasis, Peter; Guhn, Martin; Kishor, Nand
The relationship between musical training and general intellectual capacity as well as academic achievement has been discussed in numerous contexts. In our study, we examined the relationship between participation and achievement in music and achievement in academic courses, based on data from three consecutive British Columbia student cohorts.…
The aim of this qualitative study was to explore Israeli academics' perceptions of the introduction of educational markets and, particularly, their attitudes towards academics' roles and responsibilities in the new marketing-led university, as well as to obtain a greater understanding of their actual patterns of involvement in the marketing of…
Billings, Elsa S.; Mathison, Carla
This study investigated the impact of technology-based advance organizers (TBAOs) on the academic performance of 240 4th grade English learners (ELs) participating in a science class in School in the Park (SITP), a museum-school collaboration. While SITP provides a rich, hands-on learning environment, ELs face significant linguistic challenges in their ability to access the dense academic language and concepts provided in SITP's English only curriculum, thus negatively impacting ELs' engagement and learning. The TBAOs were designed in response to this issue. The study investigated two forms of treatment: TBAOs viewed on individual handheld mobile devices (HMDs), specifically iPods; and, TBAOs viewed as a whole class on DVD. The study utilized both qualitative and quantitative data sources, including a pre- and posttest, hands-on and performance-based assessments, as well as focus interviews. Results showed a significant interaction effect between group assignment, language status and application assessments, indicating ELs performed significantly better in the treatment groups. Students who used the HMD instead of the DVD or no treatment improved their total scores significantly on hands-on, performance-based measurements. Differences between treatment and control groups' performance on pre-/posttests approached significance. Furthermore, students reported TBAOs supported learning by introducing new material, introducing and reviewing daily academic vocabulary, and helping them anticipate behavioral and procedural expectations of hands-on activities. Classroom and museum educators reported an increase in the treatment groups' motivation and engagement. The study provided important implications in the use and power of learner-controlled technology in supporting ELs' linguistic and academic success.
Arunachalam, Sudha; Syrett, Kristen; Chen, YongXiang
When presented with a novel verb in a transitive frame (X is Ving Y), young children typically select a causative event referent, rather than one in which agents engage in parallel, non-causative synchronous events. However, when presented with a conjoined-subject intransitive frame (X and Y are Ving), participants (even adults, as we show) are at chance. Although in some instances, children older than three can obtain above-chance-level performance, these experiments still appear to rely upon a within-experiment contrast with the transitive frame. This leads us to ask whether children can achieve success with the intransitive frame without such a contrast among constructions, and map a novel verb appearing in such a frame onto a non-causative meaning. Building on recent evidence that adverbial modifiers can support word learning for adjectives and for verbs (when both nominal and verbal candidate interpretations are considered) by directing children to a particular construal of a scene, we test the hypothesis that a semantically informative modifier, together, will provide children with additional lexical information that allows them to narrow down verb meaning and identify a non-causative interpretation for a novel verb appearing in the conjoined-subject intransitive frame. We find that for English-speaking children and adults it does, but only when together directly modifies the verb phrase, suggesting that participants appeal to compositionality and not just the brute addition of another word, even one that is semantically meaningful, to arrive at the intended interpretation. Children acquiring Mandarin Chinese, in contrast, do not succeed with the translation-equivalent of together (although adult speakers do), but they do with dōu (roughly, the distributive quantifier “each”). Our results point to a valuable source of information young children learning verbs: modifiers with familiar semantics. PMID:26909053
British Council, London (England). English-Teaching Information Centre.
The four articles in this volume address themselves to issues in the teaching of English for science and technology (EST). H.G. Widdowson, in "EST in Theory and Practice," argues that teaching that is not informed by a functional approach to language can oversimplify pedagogical problems. "Designing English for Science and…
TOEFL ), the University of Michigan Tests (the Lado Test) developed At the English Language Institute at Michigan, and the Pennsylvania State...Indiana University Monograph. Their data were from 526 foreign students [Ref. 7]. They found that the TOEFL and the Pennsylvania State English Language
This paper derives from an ethnographically oriented study of the emergence of English in innovative disciplinary speech events at a French-German bilingual university in Switzerland. From the outside viewed as dissent from the university's brand bilingualism, the use of English as a lingua franca enabled the multilingual "agents of…
Due in large part to their open access and affordability, community colleges have long played a central role in providing students with immigrant backgrounds who are English language learners (ELLs) with access to postsecondary education. Researchers have noted that English as a second language (ESL) courses have been the primary form of support…
In recent years, Japanese universities have sought to have a greater number of faculty courses taught in English, where traditionally Japanese has been the medium of instruction. This article begins with an overview of the literature discussing Japan's responses to the spread of English, and philosophies and ideologies influencing the…
Evidence from a recent study of English teaching in three London schools in the post-war era suggests that changes to curriculum and pedagogy, commonly attributed by historians to the 1960s, were well underway in the 1950s. Major changes associated with "New English" occurred when teachers began taking the lives and experiences of their…
Crossman, Katie; Pinchbeck, Geoffrey
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,…
Agar, David L.
Describes the Academic Support Programme (ASP) established at the University of the Witwatersrand in South Africa in response to (1) the disadvantaged educational background of Black students and their consequently high dropout rate, and (2) the projected increases in the enrollment of such students. ASP primarily serves students whose home…
Gardner, Dee; Davies, Mark
This article presents our new Academic Vocabulary List (AVL), derived from a 120-million-word academic subcorpus of the 425-million-word Corpus of Contemporary American English (COCA; Davies 2012). We first explore reasons why a new academic core list is warranted, and why such a list is still needed in English language education. We also provide…
Parker, Caroline E.; O'Dwyer, Laura M.; Irwin, Clare W.
The number of English language learners has grown in the Northeast & Islands Region over the past decade. While the total student population shrank 3.5 percent between 2001/02 and 2009/10, the population of English language learner students grew 7.6 percent and now constitutes 6.1 percent of students in the region, up from 5.5 percent in…
Bunch, George C.; Kibler, Amanda K.
This article argues for the importance of integrating a focus on language, literacy, and academic development for United States-educated language minority (US-LM) students, sometimes called "Generation 1.5." It describes four initiatives at community colleges in California that aim to do so. US-LM students have completed some K-12…
Where there is a demand for English-medium schooling and English academic qualifications in a former British colony such as Sri Lanka, questions about power relations and the construction of knowledge are raised. Geography is a school subject that claims to make sense of the world. In this article I propose a postcolonial theoretical framework and…
Bailey, Thomas Hamilton; Phillips, Lisa J.
High rates of mental illness among students and discontinuation with university studies are regularly reported. The current study sought to explore relationships between motivation, university adaptation and indicators of mental health and well-being and academic performance of 184 first-year university students (73% female, mean age?=?19.3…
Brogden, Lace Marie
Expanding upon previous theorizing of Art[middle dot]I/f/act[middle dot]ology published in "Qualitative Inquiry" in 2008, this article offers autoethnographic re:collections of a performance/paper presented at the international "Academic Identities in Crisis?" conference at the University of Central Lancashire, held in…
White, Gary W.
Analyzes position announcements for academic libraries seeking business, social science, and science librarians to determine the requirements, characteristics, and qualifications for the positions. Includes salary information and comparisons, primary responsibilities, and required and preferred education and skills. Results indicate higher than…
Integrating Computer Assisted Language Learning into Out-of-Class Extended Learning: The Impact of iPod Touch-Supported Repeated Reading on the Oral Reading Fluency of English for Specific Academic Purposes Students
By using the formative experiment, this study investigated how an instructional intervention, consisting of a Repeated Reading (RR) technique and an iPod Touch, helped achieve a valued pedagogical goal, that of enhancing the Oral Reading Fluency (ORF) of sixteen English for Specific Academic Purposes (ESAP) first-year university students. Students…
Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse™ Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. REL 2015-105
Dimino, Joseph A.; Taylor, Mary Jo; Morris, Joan
This facilitator's guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share,…
Professional Learning Communities Facilitator's Guide Handouts for the What Works Clearinghouse™ Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. REL 2015-105
Dimino, Joseph A.; Taylor, Mary Jo; Morris, Joan
These handouts, which are meant to accompany the facilitator's guide, are designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. The facilitator's guide uses a five-step process for collaborative…
This paper presents an account of the author's firsthand experiences between 2006 and 2010, relating to his involvement in the establishment of the English Language and Literature department at the International University of Sarajevo in Bosnia and Herzegovina, and of the difficulties and challenges of the venture in the post-war country, whose…
Lazarte, Alejandro A.; Barry, Sue
In Experiment 1, monolingual native Spanish speakers (NSSs) had better kernel recall and longer end-of-clause (EOC) pauses than native English speakers (NESs) when reading texts that varied in syntactic complexity as a function of the number of nonessential clauses added to the kernel text. NSS familiarity with embedded clauses in Spanish seem to…
The purpose of this study was to find out which assessment data are used by elementary principals who are currently practicing in Title One California elementary schools with populations of at least 600 students, API scores of 700 or higher, and 40% or more English Learners (ELs) to inform instructional efforts at the school site level to improve…
The No Child Left Behind Act is a mandate from the federal government for education to increase student performance and school accountability. As a result of this mandate, many states have issued the use of high-stakes standardized tests as a means of monitoring schools' accountability. New York State administers the English Language Arts (ELA)…
Warren, James E.
In this study, eight English professors thought aloud as they read four lyric poems and composed a short text proposing a hypothetical talk about them for a professional conference. The study used a crossed design in which participants read a poem in each of the following conditions: familiar to them and close to their professional writing,…
Hayes, Katherine; Rueda, Robert; Chilton, Susan
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…
De Jesus, Olga Noemi
Many institutional programs are changing to incorporate more online opportunities as a way to meet the needs of their students. Therefore, international English language learners are being encouraged to take online courses in order to complete their programs of study at United States colleges or universities (Tan, Lee, & Steven, 2010). In this…
Schall-Leckrone, Laura; McQuillan, Patrick J.
This article reports empirical evidence about the influence of embedding language-based strategies into a history methods course to prepare novice history teachers to teach English learners (ELs). Mixed methods were used in an action research cycle to analyze participants' attitudes and preparedness to teach ELs history before and after being…
Choi, Po King
In the spring of 2005, students and alumni of the Chinese University of Hong Kong staged an adamant protest against University directives which they perceived would result in a significant increase in the number of courses taught in English. They denounced the administration of selling out on the founding mission of the University, for which, as…
Deans, Cecil; Congdon, Graham; Sellers, Eileen T.
Nurse educators in English universities (543 responses from 1,612) expressed their predictions and preferences for nursing education in 2008. There were concerns about parity with other disciplines, resources, faculty workload, and cohesiveness of the profession. Many preferred options were not considered likely to happen. (Contains 15…
Lopez, Omar S.
This study presents the findings from the first-year evaluation of the Round Rock Independent School District's (ISD) Digital Learning Classroom project, an initiative focused on the improvement of English Language Learners' (ELL) learning using interactive whiteboard (IWB) technology. An objective of the evaluation was to determine the extent IWB…
Scalzo, Jennifer Noel
Increasing numbers of English language learners enrolled in public schools has brought national attention to issues surrounding the education of linguistically diverse students. Teacher education programs have come under scrutiny for not doing an "adequate job of preparing teachers to teach diverse populations" (Hollins & Guzman,…
Flores Revilla, Maria Teresa; Zoreda, Margaret Lee; Vivaldo Lima, Javier; Blanco Lopez, Guadalupe; Caballero Robles, Teresita del Rosario; Mercau Appiani, Virginia
The guide presents the newly-developed curriculum of the Universidad Autonoma Metropolitana at Iztapalapa (Mexico) for its program in English as a foreign language. An introductory section provides background information on the initiative to design a new curriculum. The second section presents the principles on which the curriculum and its methods…
The present study aims at finding out the effectiveness of Mutual learning approach over the conventional method in learning English optional II among B.Ed students. The randomized pre-test, post test, control group and experimental group design was employed. The B.Ed students of the same college formed the control and experimental groups. Each…
Johnson, Christopher P.
Learning English as a foreign language (EFL), a highly valued skill in the Chilean marketplace, is an arduous and complex personal endeavor requiring high student motivation. Reflecting this challenge is the heightened anxiety among EFL students, whose work has been associated with historically meager results. Blended learning, the fusion of…
Canaan, Joyce E.
English higher education, like other parts of the public sector and higher education in other countries, is currently undergoing considerable change as it is being restructured as if it were a market in which universities, departments and academics compete against one another. This restructuring is producing new processes of subjectivity that…
Reynolds, Barry Lee
Lack of knowledge in the conventional use of vocabulary and multiword patterns in one's respective field of expertise causes Taiwanese students to produce academic writing that is markedly "non-nativelike." This is because Taiwanese students are first and foremost second language readers and often have difficulty "picking up…
International students represent a significant proportion of the college student population in the United States (Institute of International Education, 2015). They contribute to campus research, diversity, and the economy. In order to maintain these academic, cultural, and economic profits, universities should investigate the factors related to…
Romova, Zina; Andrew, Martin
This paper examines the use of portfolios as pedagogical tools for developing academic writing. In particular, it considers the value of multi-drafting, where learners reflect on the learning of a text type as well as focusing on micro and macro aspects. The paper outlines a situated pedagogical approach, where students come to understand their…
Shilts, Mical Kay; Lamp, Cathi; Horowitz, Marcel; Townsend, Marilyn S.
Objective: Investigate the impact of a nutrition education program on student academic performance as measured by achievement of education standards. Design: Quasi-experimental crossover-controlled study. Setting: California Central Valley suburban elementary school (58% qualified for free or reduced-priced lunch). Participants: All sixth-grade…
This dissertation presents an innovative approach to the development and empirical evaluation of Automated Writing Evaluation (AWE) technology used for teaching and learning. It introduces IADE (Intelligent Academic Discourse Evaluator), a new web-based AWE program that analyzes research article Introduction sections and generates immediate,…
Hiradhar, Preet; Gray, Jeremy
Social digital networking is a facet of living that recognizes no national borders or social boundaries and has become a way of life. This paper investigates the social networking habits of students at Lingnan University and considers how these habits can be channelled for academic purposes by introducing an ePortfolio system into their language…
Park, Hae Seong; Yau, Jenny
The purpose of this study is to examine the relationship between school library use and academic achievement of Hispanic students. This study utilizes data from the base-year and the first follow-up of the Education Longitudinal Study: 2002/06. A series of hierarchical regression analysis is incorporated to examine the nature of associations among…
Helm, Francesca; Guarda, Marta
English-medium instruction (EMI) is increasingly being introduced not only in universities in northern Europe but also in central and southern countries, such as Italy. However, the competences and concerns of the lecturers involved are not always considered when such developments are introduced, and support or training may not be offered. This…
Smith, Emma; White, Patrick
This paper contributes to the empirical evidence on participation and attainment in higher education by reviewing the patterns of entry and success of undergraduate students. It examines the characteristics of entrants to different subjects and considers the role that subject studied plays in determining the likelihood of graduating with a…
Cobb, Joseph A.; Hops, Hyman
The manual of classroom observation techniques is intended to provide observers with detailed descriptions of standardized procedures and techniques involved in sequential data collection in a classroom. Focus is on obtaining reliable data on sequential interactions between teachers, peers, and subjects (each of the students in turn is a subject).…
Townsend, Dianna; Filippini, Alexis; Collins, Penelope; Biancarosa, Gina
Despite the current theoretical momentum for the importance of academic English and the acknowledgment that academic materials increase in complexity through the grades, little empirical attention has been devoted to the role of academic English in academic achievement. This study examined the amount of variance in academic achievement explained…
Reviews the current state of World English. Subjects addressed include standard accents and dialects, prejudicial attitudes toward nonstandard "local" usages, the use of English as the language of diplomacy, American influences on the language, and the fracturing of English in non-English-speaking countries around the world. (17 references) (JL)
Landa, Laura Gabriela Garcia
The ability to access a foreign language can be an issue for academics trying to publish in international journals. The barriers that non-(limited)English-speaking academics in poor countries have in accessing the academic literature pose an issue of disadvantage in a world where the current trend is to publish research work mostly in English.…
Bosher, Susan; Rowekamp, Jenise
There has been a growing awareness and concern in recent years about the language proficiency and academic preparedness of refugee/immigrant students at the post-secondary level. Using this population at the General College, University of Minnesota, as subjects, this paper investigate's the relationship between English language proficiency, as…
The prevalence of academic procrastination has long been the subject of attention among researchers. However, there is still a paucity of studies examining language learners since most of the studies focus on similar participants such as psychology students. The present study was conducted among students trying to learn English in the first year…
Fisher, Janis L.
This study examined the relationship between intelligence as defined by a verbal and nonverbal combined score, obtained on the Otis-Lennon School Ability Test and final grades received in the following six academic subjects: reading, math, spelling, science, English and social studies. The sample for this study consisted of 159 elementary students…
Quasim, Shahla; Arif, Muhammad Shahbaz
This study aims at the inadequacy of academic environment as an indicator contributing to the inadequate teaching and learning situation in Pakistan. The main focus is to look into the low proficiency of students in the subject of English at secondary school level. A comprehensive questionnaire was designed from the literature concerned and The…
Bundotich, Sarah; Kimaiyo, Lilian
Academic performance is a function of many interrelated variables including inherent study efforts, modes of teaching, school environment and students ability. Many gifted students may face myriads of academic problems, which may however, be masked by their academic prowess, yet research into this realm is limited in Kenya. The objectives of the…
Chen, M C; Lin, Huey-Ju
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.
Merino, Barbara J.; Dixon, Kathleen S.
Studies of teacher quality have tended to either ignore or underplay the importance of teachers' competence in teaching academic language and literacies (AL) to all learners, but especially English language learners (ELLs). One critical issue is that the construct of AL is still a subject of intense debate among scholars. Therefore, teachers must…
Dabach, Dafney Blanca
This qualitative study examined how secondary teachers were assigned to teach courses intended to expand English learners' (ELs') access to academic subjects. Theoretically, this research extends the "contexts of reception" framework from immigration studies into the educational realm by investigating how teachers--as one important…
Bunch, George C.
Sooner or later, as schools move to implement the new Common Core and other forthcoming standards, almost every teacher in the United States will face the challenge of how to support students from homes where English is not the dominant language in meeting subject-matter academic expectations that require increasingly demanding uses of language…
Sullivan, Patricia; Girginer, Handan
Provides an example of one process used by a teacher-researcher to increase and expand the use of relevant materials, knowledgeable teachers, and teamwork with subject matter professionals in English for academic purposes' (EAP) programs. The study was conducted for an EAP program in a civil aviation school in Turkey. (Author/VWL)
The contextual demands of language in content area are difficult for ELLS. Content in the native language furthers students' academic development and native language skills, while they are learning English. Content in English integrates pedagogical strategies for English acquisition with subject area instruction. The following models of curriculum content are provided in most Miami Dade County Public Schools: (a) mathematics instruction in the native language with science instruction in English or (b) science instruction in the native language with mathematics instruction in English. The purpose of this study was to investigate which model of instruction is more contextually supportive for mathematics and science achievement. A pretest and posttest, nonequivalent group design was used with 94 fifth grade ELLs who received instruction in curriculum model (a) or (b). This allowed for statistical analysis that detected a difference in the means of .5 standard deviations with a power of .80 at the .05 level of significance. Pretreatment and post-treatment assessments of mathematics, reading, and science achievement were obtained through the administration of Aprenda-Segunda Edicion and the Florida Comprehensive Achievement Test. The results indicated that students receiving mathematics in English and Science in Spanish scored higher on achievement tests in both Mathematics and Science than the students who received Mathematics in Spanish and Science in English. In addition, the mean score of students on the FCAT mathematics examination was higher than their mean score on the FCAT science examination regardless of the language of instruction.
Hill, Laura E.; Weston, Margaret; Hayes, Joseph M.
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…
Outlines the author's history as an English teacher. Suggests that English teaching is not hermetic but profoundly influenced by educational trends outside the subject itself. Explains that the author's commitment to English combines a sense of engagement with a sense of liberation. (PM)
English, which enrolls all students, is the only humanities course capable of transmitting culture to everyone. Students respond to cultural stimuli other than books, however; and since many justifications for traditionally narrow English courses are demonstrably not valid, English subject matter should be broadened to include methods of…
Montag, Elizabeth J.; Shaw, Warren
Intended as an English elective subject for senior high school students, this business English course guide provides students with the communication tools that can lead to success in the business world. Units cover the following topics: introduction to Business English (punctuation, grammar, spelling, vocabulary, and use of reference tools);…
Science as a second language: Analysis of Emergent Bilinguals performance and the impact of English language proficiency and first language characteristics on the Colorado measures of academic success for science
Bruno, Joanna K.
In an age when communication is highly important and states across the nation, including Colorado, have adopted Common Core State Standards, the need for academic language is even more important than ever. The language of science has been compared to a second language in that it uses specific discourse patterns, semantic rules, and a very specific vocabulary. There is a need for educators to better understand how language impacts academic achievement, specifically concerning Emergent Bilinguals (EBs). Research has identified the need to study the role language plays in content assessments and the impact they have on EBs performance (Abedi, 2008b; Abedi, Hofestter & Lord, 2004; Abedi & Lord, 2001). Since language is the means through which content knowledge is assessed, it is important to analyze this aspect of learning. A review of literature identified the need to create more reliable and valid content assessments for EBs (Abedi, 2008b) and to further study the impact of English proficiency on EBs performance on standardized assessments (Solorzano, 2008; Wolf, & Leon, 2009). This study contributes to the literature by analyzing EBs performance on a state-level science content assessment, taking into consideration English language proficiency, receptive versus productive elements of language, and students' home language. This study further contributes by discussing the relationship between language proficiency, and the different strands of science (physical, life, and earth) on the state science assessment. Finally, this study demonstrates that home language, English language proficiency, and receptive and productive elements of language are predictive of EBs' achievement on the CMAS for science, overall and by strand. It is the blending of the social (listening and speaking) with the academic (reading and writing) that is also important and possibly more important.
Using the Early Childhood Longitudinal Study, Kindergarten Cohort, this study examines the role that bilingualism plays in children's academic developmental trajectories during their early school years, with particular attention on the school environment (N = 16,380). Growth-curve results showed that despite starting with lower math scores in kindergarten, Mixed Bilingual children fully closed the math gap with their White English Monolingual peers by fifth grade. However, because non-English-Dominant Bilinguals and non-English Monolinguals started kindergarten with significantly lower reading and math scores compared to their English Monolingual peers, by fifth grade the former groups still had significantly lower scores. School-level factors explained about one third of the reductions in the differences in children's academic performance.
Liu, Hui-ju; Chen, Chien-wei
This study aimed to investigate EFL learner language anxiety and learning motivation of high school students. Subjects included 155 students from the same private senior high school in central Taiwan, 60 in academic track and 95 in vocational track. The majority of the participants started taking English lessons either before entering elementary…
Parker, Caroline E.; O'Dwyer, Laura M.; Irwin, Clare W.
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…
Parker, Caroline E.; O'Dwyer, Laura M.; Irwin, Clare W.
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…
Dafouz, Emma; Camacho, Mar; Urquia, Elena
For years, universities worldwide have offered English-medium degrees as a way to attract international students and staff, enhance their institutional profile and promote multilingualism. In Europe and the European Higher Education Area (EHEA), English-medium instruction (EMI) is more recent, but the dimension and speed of its implementation has…
Bridging Academic Discourse for Emergent Bilingual Preschoolers: A Spanish-English Dual Language Teacher's Instructional Practices and Extratextual Talk during Shared Readings across Two Different Genres and Languages
Sembiante, Sabrina F.
This qualitative case study examines the nature of a dual language preschool teacher's instructional practices and extratextual talk during shared-book reading practices with two different genres of books in Spanish and English. Specifically, I explore the interpersonal, ideational, and textual features of one teacher's talk in English- and…
Roopnarine, Jaipaul L.; Krishnakumar, Ambika; Metindogan, Aysegul; Evans, Melanie
This study examined the influence of parenting styles, parent-child academic involvement at home, and parent-school contact on academic skills and social behaviors among kindergarten-age children of Caribbean immigrants. Seventy immigrant mothers and fathers participated in the study. Hierarchical regression analyses revealed that fathers'…
This state-of-the-art review reports on the major studies conducted in the field of "Deutsch als Wissenschaftssprache" (academic German) since the late 1990s. To begin with, the current position of German as a language of academic communication nationally and internationally will be discussed, focusing especially on the challenges posed…
Even though English was the author's favorite subject, she was not good at speaking in English, and always tried to avoid it. However, it did not matter because she did not have to speak to demonstrate her English ability. After entering university, her lack of confidence in speaking English became a major issue, and other students face the same…
Tudor Sarver, Whitney Ann
This study explores the academic lives of three multilingual undergraduate student writers in order to better understand how they have constructed their academic literacies and academic identities since taking the required English courses at a mid-sized state university. Within the overarching discussions of academic discourse and the idea of…
Flowerdew, John; Li, Yongyan
Within a global trend of the anglicization of academic publishing, in the humanities and social sciences (HSS) publication in indigenous languages, nevertheless, in many contexts, continues to thrive. Given that the overall anglicization of academic publishing tends to be negotiated at the local level, this study seeks to discover how a…
There has been growing concern among researchers and scholars about how nonnative-English-speaking academics in the "expanding circle" (Kachru, 2001, p. 520) cope with challenges while publishing in English in international refereed journals in the center. Most found that academics from peripheral countries where English is a foreign…
The Allied Health Certificate Program at Massachusetts' Bunker Hill Community College has been successfully integrating academic and vocational education since 1986. The integration of English as a Second Language, academic education, and occupational training was a direct response to requests from business and industry for a competitive…
For non-native English writers, second language (L2) advanced academic literacy encompasses knowledge of the rhetorical, linguistic, social and cultural features of academic discourse as well as knowledge of English as used by their academic disciplines. Literacy is acquired through a socialization process embedded in social practice, patterned by…
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…
Minnesota Department of Education, 2017
This document contains all of the Minnesota kindergarten academic standards in the content areas of Arts, English Language Arts, Mathematics, Science and Social Studies. For each content area there is a short overview followed by a coding diagram of how the standards are organized and displayed. This document is adapted from the official versions…
Abedi, Jamal; Levine, Harold G.
English language learners (ELLs) face a challenging academic future in learning a new language while simultaneously mastering content in the language they may be struggling to learn. Assessment plays an extremely important role in the academic careers of ELL students, perhaps more so than for native speakers of English. Major changes and…
British Council, London (England). English-Teaching Information Centre.
The seven papers in this collection describe projects in English for academic purposes. Analysis of the communication needs of learners is discussed in "English for Academic Purposes: Practice Material for the Listening Comprehension and Writing Needs of Overseas Students," by R.R. Jordon and Alan Matthews. The pedagogic advantages of…
McInerney, Dennis M.; Cheng, Rebecca Wing-yi; Mok, Magdalena Mo Ching; Lam, Amy Kwok Hap
This study examined the prediction of academic self-concept (English and Mathematics) and learning strategies (deep and surface), and their direction of effect, on academic achievement (English and Mathematics) of 8,354 students from 16 secondary schools in Hong Kong. Two competing models were tested to ascertain the direction of effect: Model A…
Lin, Grace Hui Chin; Chien, Paul Shih-chieh
Teaching English became a professional and academic field from a half century ago. Many researches for teacher education and teacher training have been conducted in order to raise the English as well as the foreign language trainers' knowledge and capabilities in carrying out effective lessons in classroom. During second millennium of speedily…
McCracken, H. Thomas, Ed.; Larson, Richard L., Ed.; Entes, Judith, Ed.
In this collection of 32 narrative essays, scholars and teachers of English and English education share their excitement as they reflect on their professional growth over the last 30 years. The firsthand stories in the collection represent "a study of theory and applied theory, grounded in personal experience and academic study over many…
Lee, Okhee; Buxton, Cory A.
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…
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... generators). (3) Site Name. (4) Site Location Information. (5) Site Land Type. (6) North American Industry... must notify the appropriate EPA Regional Administrator in writing, using the RCRA Subtitle C Site... this subpart for all the laboratories owned by the eligible academic entity that are on-site,...
... generators). (3) Site Name. (4) Site Location Information. (5) Site Land Type. (6) North American Industry... must notify the appropriate EPA Regional Administrator in writing, using the RCRA Subtitle C Site... this subpart for all the laboratories owned by the eligible academic entity that are on-site,...
Cecil, Nancy Lee
Compares teacher expectations for Black children who speak Black Dialect with Black children who speak Standard English. Concludes that teachers expect significantly greater overall academic achievement, reading success, and intelligence from children who speak Standard English. (MM)
Charubusp, Sasima; Chinwonno, Apasara
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 proficiency…
Parsons, Adelaide H.; Perdreau, Cornelia
Designed for faculty who are new to the Ohio Program of Intensive English (OPIE), this handbook is intended as an orientation and basic reference guide. The OPIE is described as a program established at Ohio University in 1967 to offer intensive or semi-intensive English language training for non-native speakers who need English for academic study…
This study compares native English, Spanish, Lao, Chinese, Korean, Vietnamese, Arabic, and all other ELL students over one, two, three, and four-year spans to determine if certain groups appear to face more difficulties in developing early reading mastery by third grade. This study also examines whether socio-economic status impacts the…
Troia, Gary A.
This study evaluated the efficacy of the computer-assisted intervention program known as Fast ForWord Language? in a sample of migrant students in Grades 1 through 6 who were native Spanish speakers. Fast ForWord Language? combines intensive training in multiple receptive English language skills with adaptive acoustic waveform lengthening and…
Chishiba, G. M.; Mukuka, Joseph
The study compared the performance of pupils at grade 12 level in Zambian languages, French and English during a period of ten years (1998-2008). Grade 12 is the final year of Secondary School Education in Zambia. This exercise was aimed at establishing the language with the best performance during the aforementioned period. The study, which was…
Jenkins, Davis; Speroni, Cecilia; Belfield, Clive; Jaggars, Shanna Smith; Edgecombe, Nikki
This paper presents the findings from a quantitative analysis of the Community College of Baltimore County's Accelerated Learning Program (ALP). Under ALP, students placed into upper-level developmental writing are "mainstreamed" into English 101 classes and simultaneously enrolled in a companion ALP course (taught by the same…
Hansen-Thomas, Holly; Sourdot, Ludovic A.
This article examines the severe educational crisis in the United States regarding the ability of institutions of higher education to recruit, retain and appropriately serve Latin@ English Language Learners (ELLs). In particular, it highlights the plight of undocumented ELLs who attend U.S. high schools and universities, but cannot work upon…
Martinez, Ramon Antonio
This article reports findings from a qualitative study of Spanish-English code-switching--or "Spanglish"--among bilingual Latina/Latino sixth graders at a middle school in East Los Angeles. Analysis of the data revealed significant parallels between the skills embedded in students' everyday use of "Spanglish" and the skills…
Abdel Latif, Muhammad M. M.
Little attention has been given to investigating the experiences of teacher researchers while undertaking their studies. In an attempt to explore what accounts for the stereotyped and imitative trends in the studies conducted by English language teachers in Egypt, the present study has explored how they select research topics and the factors…
Angoff, William H.; Modu, Christopher C.
The purpose of this study was to establish score equivalencies between the College Board Scholastic Aptitude Test (SAT) and its Spanish language equivalent, the College Board Prueba de Aptitud Academica (PAA). For the first phase, two sets of items, one originally appearing in Spanish and the other in English, were chosen; and each set was…
One of the major goals in deaf education is to teach deaf and hard of hearing students the tools and strategies to solve mathematical word problems. A mathematical word problem curriculum was designed and implemented based on telling, reading and writing number tales in American Sign Language (ASL) and English. The learning experiences helped…
The Common Core State Standards spell out the sophisticated language competencies that students will need to perform in academic and technical subject areas. English language learners (ELLs) face a double challenge--they must learn grade-level content while simultaneously building their language proficiency. This policy brief discusses these…
Explains that as a modern Western concept, the notion of plagiarism is now being used as a gate-keeping device, employed chiefly against non-English writing academics. Notes that international scholars are required to write in English and that access to English creates an academic elite who may master the rhetorical patterns of English. Discusses…
AL-Malki, Eidhah Abdullah; Majid, Norazman Abdul; Omar, Noor Abidah Mohd
According to the Longman Grammar of Spoken and Written English 1999 by Biber et al. (p. 266) generic article uses are more than twice as common in academic English than in conversation or fiction. This is an area that English for Academic Purpose (EPA) textbooks and teachers would need to target more than general English teaching. This paper is…
Cavazos, Alyssa G.
Due to the dominance of the English language in scholarship, multilingual academics often encounter challenges in achieving academic biliteracy and identifying successful language negotiation practices in academia. Through personal interviews with self-identified multilingual academics across academic disciplines, this paper explores how they…
Despite its importance of academic language, research on academic language is often limited to academic vocabulary and focused on the English language learners. Informed by systemic functional linguistics, this study examined adolescents' use of academic language and the relationships between its use and students' reading ability and their writing…
Spann, Margaret; And Others
This manual is intended to enable academically disadvantaged and disabled youth to acquire basic communications and English skills while also acquiring a salable vocational skill. The following topics are covered in the individual units: related vocational information (abbreviations); related vocational skills (job search, job application forms,…
Aguirre-Munoz, Zenaida; Parks, Jae Eun; Benner, Aprile; Amabisca, Anastasia; Boscardin, Christy Kim
The purpose of this report is to provide the theoretical rationale for the approach to academic language that was adopted to meet the research goals of the second phase of this project as well as to report on the results from the pilot training program that was developed to create the conditions under which varying levels of direct instruction in…
Aguirre-Munoz, Zenaida; Boscardin, Christy Kim; Jones, Barbara; Park, Jae-Eun; Chinen, Marjorie; Shin, Hye Sook; Lee, Janet; Amabisca, Anastasia Aimee; Benner, Aprile
To further the understanding of ELL (under) achievement and broaden the current scope of OTL models, the primary focus of this study was to investigate process and content opportunities that are particularly relevant to improving ELL achievement with particular attention to the relationship between opportunities to acquire academic language and…
Deem, Rosemary; Lucas, Lisa
The paper explores academic staff and departmental research and teaching cultures in the Education Departments of five universities in Scotland and England, countries with increasingly diverging public policies in respect of education. The relationship between research and teaching, how the purposes of universities are defined and the status of…
This introductory survey describes the English contribution to the vocabulary of modern Russian. The author presents an analysis of English loanwords based on the etymologies of Vasmer and Lexin, by subject classification (amusements, clothing, economics, food, nautical terminology, and technology). Separate commentary on sporting terms, where…
SQUIRE, JAMES R.
IN THE PAST DECADE, ENGLISH AS A SCHOOL SUBJECT HAS BEEN REASSESSED TO ESTABLISH PRIORITIES, SPECIFY THE TASKS OF THE ENGLISH TEACHER, AND CREATE EFFECTIVE SEQUENTIAL, INTEGRATED PROGRAMS WHICH BALANCE CONTENT AND SKILLS. THIS SUMMARY REPORT CONSIDERS EMERGING CONCEPTS IN THE TEACHING OF LANGUAGE, LITERATURE, AND COMPOSITION, AND THEIR APPLICATION…
Warren, Sherry Louise
Substantial changes to the undergraduate population at US universities have created a need for the development of a model of academic literacy and a corresponding means of measuring academic readiness that addresses contextualized, communicative English language competence. This paper presents a unified model of academic literacy which treats…
Hill, Laura E.; Weston, Margaret; Hayes, Joseph M.
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…
Wang, Dianjian; Lai, Hongling; Leslie, Michael
The present study aims to investigate Chinese English learners' ability to use communication strategies (CSs). The subjects are put in a relatively real English referential communication setting and the analyses of the research data show that Chinese English learners, when encountering problems in foreign language (FL) communication, are…
Japanese researchers often find it difficult to write up academic reports in English, which may be associated with a perceived "language barrier." However, in fact, it is "emotional barrier" that discourages "potential" researchers from publishing their data. The plain English that we have learnt at school is sufficient to write academic articles in English. What is important is your guts, determination, and perseverance. In this article, tips on how to practically publish your data in English are presented.
de Oliveira, Luciana C.; Shoffner, Melanie
This article explores one element of collaborative practice: the integration of English language learner-focused instruction and discussion in a secondary English methods course. Drawing on the authors' expertise, they examine revisions made to a secondary English methods course to better address the academic and individual needs of diverse…
English Language Development (ELD) and Academic English Development (AED) curricula in most public schools lack a communicative method and consist mostly of dry, meaningless grammar lessons devoid of relevance and authentic context. The purpose of this project is to develop guidelines to teach English language to elementary school children…
Examines the effects of the post-Dartmouth English curriculum revolution in the Australian context. Argues the need for a reconsideration of the English curriculum in three areas: defining the subject of English, defining growth in English, and developing of curricular frameworks. (SRT)
The cloud covered earthscape of Northern Europe demonstrates the difficulty of photographing this elusive subject from space. The English Channel (51.0N, 1.5E) separating the British Islands from Europe is in the center of the scene. The white cliffs of Dover on the SE coast of the UK, the Thames River estuary and a partial view of the city of London can be seen on the north side of the Channel while the Normandy coast of France is to the south.
This paper describes a small-scale study which investigates the role of blogging in professional academic practice in higher education. It draws on interviews with a sample of academics (scholars, researchers and teachers) who have blogs and on the author's own reflections on blogging to investigate the function of blogging in academic practice…
A study investigated whether the academic writing task surveys conducted at American universities reflect accurately the need for student academic writing skills. These surveys are used as a basis for designing composition courses for both native English-speakers and students of English as a second language. The study is restricted to surveys in…
Leki, Ilona, Ed.
This edited volume explores the international role of written English in the academic context and clearly demonstrates how writing is integrated in all aspects of academic communication in English. The 12 programs described in this book differ in context but share basic assumptions about how best to teach second language (L2) writing. In addition…
Tempelaar, Dirk T.; Gijselaers, Wim H.; Schim van der Loeff, Sybrand; Nijhuis, Jan F. H.
The question of subject-specificity of achievement motivations is important, both for educational psychology, as well as for educational policy. This study contributes to the investigation of the heterogeneity in achievement motivations in the context of the expectancy-value model. Whereas existing research deals with middle and high school…
KINNIELL, WILLIAM T.; AND OTHERS
A DEMONSTRATION PROGRAM WAS UNDERTAKEN FOR THE PURPOSE OF SHOWING HOW A STATE DEPARTMENT OF EDUCATION CAN UTILIZE ITS RESOURCES AND SUBJECT MATTER SPECIALISTS IN DEVELOPING OVERHEAD TRANSPARENCIES TO IMPLEMENT SECONDARY SCHOOL CURRICULUM IN THE STATE. SUBJECT SPECIALISTS (26) REPRESENTING 10 COURSE FIELDS WERE BROUGHT TOGETHER AT THE BEGINNING OF…
Phipps, Alison; Barnett, Ronald
Academic hospitality is a feature of academic life. It takes many forms. It takes material form in the hosting of academics giving papers. It takes epistemological form in the welcome of new ideas. It takes linguistic form in the translation of academic work into other languages, and it takes touristic form through the welcome and generosity with…
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
Torres, Hector Neftali, Sr.
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.)
A study examines current approaches to assessing the academic writing needs of non-native speakers of English (NNSs), first by reviewing recent research into student writing needs and then by a survey of students, tutors, and English-as-a-Second-Language (ESL) teachers. Critical examination of recent studies finds problems in both their approach…
Chen, Cheryl Wei-yu; Wang, Hung-chun
This study delineates two Taiwanese TESOL teachers' efforts of combining English writing with entrepreneurship education to cultivate English majors' interdisciplinary competence in academic writing classes. An integrated business-and-writing approach was proposed to foster English majors' academic writing skills and entrepreneurial capacities. In…
Moore, Rashid A.; Zainuddin, Hanizah
Most research conducted on the amount of time English language learners (ELLs) require for the acquisition of academic English suggests that 4-10 years are required to be near or on par with fully proficient English (FEP) peers. In this study, data from three administrations (1999, 2000, and 2001) of the FCAT writing test of the Florida Writing…
Fass-Holmes, Barry; Vaughn, Allison A.
Are international undergraduates struggling academically, and are their struggles due to weaknesses in English as a second language? The present study showed that 1) at most 10% of these students in three cohorts (ranging in size from N = 322 to N = 695) at an American west coast public university struggled (quarterly grade point averages below C)…
Israeli university students who have difficulty reading academic texts in English are required to take reading comprehension courses in English for academic purposes (EAP) in order to complete their BA degree. Whereas most students pass the courses, some repeatedly fail. Since Israel is a multilingual country, there is also a question about…
Lee, Jade Tsui-yu
The purpose of this paper is to examine the impact of globalization upon the college-level instruction of English/American literature in Taiwan. The examination will be centered upon the subject of Englishness as demonstrated in the courses of English/American Literature taught in Taiwan. By focusing on the term "Englishness," the paper…
Liu, Jun; Dai, Zhongxin
This article discusses the impact of the advent of primary English on the development of College English in China. The advent of English in primary schools as a teaching subject has brought about a downward shift of focus of the English education system in China. Basic English education will be accomplished in primary and secondary schools. The…
Diaz, Abel; Cochran, Kathryn; Karlin, Nancy
English language learners (ELL) are students with a primary language spoken other than English enrolled in U.S. educational settings. As ELL students take on the challenges of learning English and U.S. culture, they must also learn academic content. The expectation to succeed academically in a foreign culture and language, while learning to speak…
This instructor's handbook contains information on the Coordinated Vocational Academic Education program (CVAE) designed for special learning needs students (in-school youth possessing academic, socio-economic, or other handicaps). Academic instruction is provided for the areas of math, science, English, and social studies. Home economics skills…
Art English is a combination of English-as-a-Second-Language (ESL)/English-as-a-Foreign-Language (EFL) and art content. As a new instructional area, it faces several challenges: as with all English for Special Purposes (ESP), exchange of information among programs; development of a suitable combination of art content and ESL, due to lack of…
English language instruction in New Zealand's Maori-medium schools is controversial, with many schools either excluding it from their curriculum or adopting a tokenistic approach. Yet, how Maori-medium educators can best support their students' academic English language growth is still an under-researched and unresolved question. This paper…
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…
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…
Yao, Xinyue; Collins, Peter
This paper reports on a comprehensive corpus-based study of regional and stylistic variation in the distribution of the English present perfect. The data represents ten English varieties of both the Inner Circle and Outer Circle, covering four major text types: conversation, news reportage, academic and fictional writing. The results are discussed…
Hornbrook, David, Ed.
This book begins by pointing out that although much has been written on how the drama elements of the English curriculum might be taught in schools, not much guidance is available for teachers who regard drama not as an adjunct of English but as an arts subject in its own right. The book (a collection of articles by drama experts) shows how the…
Eremina, Svetlana V.
The series of workshops on academic writing have been developed by academic writing instructors from Language Teaching Centre, Central European University and presented at the Samara Academic Writing Workshops in November 2001. This paper presents only the part dealing with strucutre of an argumentative essay.
Borgioli, Gina M.
Although English Language Learners (ELLs) quickly acquire basic interpersonal communication skills, most struggle for several years with reading and writing academic content in English. In particular, in English-only mathematics classes, children are likely to have difficulty reading and comprehending text, reading word problems, and giving…
Cohen, James; Wickens, Corrine M.
In this qualitative study, we explored the perspectives of three adolescent immigrants regarding learning English in an American High School. We learned that 1) academically English was the primary venue of instruction and considered the primary pathway to educational success. 2) The students claimed their ability to communicate in English had…
Rios-Aguilar, Cecilia; Gonzalez Canche, Manuel S.; Moll, Luis C.
Background/Context: In September 2007, the Arizona State Board of Education adopted the Structured English Immersion (SEI) model proposed by the Arizona English Language Learner (ELL) Task Force.During the 2008-2009 academic year, it required all school districts to implement the SEI model.The SEI program, best known as the 4-hour English Language…
Badri Gargari, Rahim; Sabouri, Hossein; Norzad, Fatemeh
Objective: This research was conducted to study the relationship between attribution and academic procrastination in University Students. Methods: The subjects were 203 undergraduate students, 55 males and 148 females, selected from English and French language and literature students of Tabriz University. Data were gathered through Procrastination Assessment Scale-student (PASS) and Causal Dimension Scale (CDA) and were analyzed by multiple regression analysis (stepwise). Results: The results showed that there was a meaningful and negative relation between the locus of control and controllability in success context and academic procrastination. Besides, a meaningful and positive relation was observed between the locus of control and stability in failure context and procrastination. It was also found that 17% of the variance of procrastination was accounted by linear combination of attributions. Conclusion: We believe that causal attribution is a key in understanding procrastination in academic settings and is used by those who have the knowledge of Causal Attribution styles to organize their learning. PMID:24644450
Fraser, Kym; Ling, Peter
University provision for academic development is well established in the USA, UK and many other countries. However, arrangements for its provision and staffing vary. In Australia, there has been a trend towards professional rather than academic staff appointments. Is this appropriate? In this paper, the domains of academic development work are…
Schroeder, Carlotta Dorothy
Equal educational opportunity for English language learners (ELLs) has been a goal of the public educational system in the United States. Language policy reforms have increasedaccountability in order for schools to improve student achievement and measure the progress of ELLs. The No Child Left Behind Act (NCLB) requires assessment and accountability. In this study, the number of ELLs has increased significantly at the high school level and school district as a whole. Along with the changing demographics, the findings reveal a district-wide policy of equalizing educational opportunity through equal treatment. Language policies provide critical decisions about how to measure what students know in all subjects. The assimilation model limited access to mainstream course content, produced inaccurate assessment results and grades. The science curriculum was only accessible through English and the use of the students' native languages was discouraged. The voices of the students were silenced and their academic achievement continues to lag behind their English-speaking peers.
ADFL Bulletin, 2002
The Modern Language Association's committee on academic freedom has published this document for English and foreign language faculty on combating campus bigotry and fostering respect in the academic community. (Author/VWL)
Breneman, David W., Ed.; Youn, Ted I. K., Ed.
As part of the Stanford Series on Education and Public Policy, academic careers and academic labor markets in American higher education are examined from a perspective based on both economic reasoning and sociological analysis. Research common to both fields is considered in a series of 10 essays that discuss the following subjects: "Studies…
The author describes the events surrounding his attempts to lecture on the subject of euthanasia in West Germany in June 1989. Singer, who defends the view that active euthanasia for some newborns with handicaps may be ethically permissible, had been invited to speak to professional and academic groups. Strong public protests against Singer and his topic led to the cancellation of some of his engagements, disruptions during others, and harrassment of the German academics who had invited him to speak. These incidents and the subject of euthanasia became matters of intense national debate in West Germany, but there was little public or academic support for Singer's right to be heard. Singer argues that bioethics and bioethicists must have the freedom to challenge conventional moral beliefs, and that the events in West Germany illustrate the grave danger to that freedom from religious and political intolerance.
English language learners with disabilities (ELLWD) face many challenges in their academic career. Learning a new language and coping with their disabilities create obstacles in their academic progress. Variables relegating accessibility of assessments for students with disabilities and ELL students may seriously hinder the academic performance of…
Medina-Jerez, William; Campbell, Todd
As the ethnic and racial diversity in U.S. classrooms continues to grow, myths about the education of English Language Learners (ELLs) persist, while many teachers feel ill-prepared to meet these students' academic needs. This article focuses on myths shared by in-service science teachers enrolled in a master's program at the University of Texas…
At a time when English has emerged as the dominant language of academic communication, there is a disturbing silence about the risks and problems attendant on this development and a failure to ask critical questions about its consequences. Who gains and who loses? What is lost in translation? What are the consequences of one way linguistic…
This article concerns the way that research into Professional Memory (PM) in English teaching might re-connect the school subject with constituencies--the individuals, communities and social values--it once served. By PM I mean the collective memories of a generation of English teachers which, when brought into conjunction with existing histories,…
Conrad, Jo Ann; Reinecke, Hank
This student workbook is designed to help Micronesian adults learn everyday English. Its ten chapters move from simple one-word picture labeling to more abstract ideas in a spiraled fashion, reiterating the essential elements of the English language in different, more complicated ways. Subjects covered include names for everyday objects and…
This paper outlines the analysis of subject English in a report written for the Commonwealth government entitled "Year 12 Curriculum Content and Achievement Standards" (CCAS). This report could not find "a core of common content (either topics or skills) in senior English (including Literature)". In the light of the diversity…
Academic writing requires both style and grammatical correctness; however, efforts in improving the quality of English academic writing by non-native students have been focused on grammar. Structures observed in this study were grammatically correct, but considered unnatural in academic writing genre. This research involves a group of non-native…
Grabe, William; Zhang, Cui
Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this…
"Is academic speech "more like" casual conversation or academic writing?" [Swales, J. (2001). "Metatalk in American academic talk. The cases of 'point' and 'thing'." "Journal of English Language," 29(1), p. 37]. Taking a corpus-based perspective to the analysis, this study compares the language of university classroom talk to academic prose and…
Ramirez, Pablo C.; Jimenez-Silva, Margarita
In high school English classrooms where English language learners may be at risk of academic failure, Culturally Responsive Teaching can help educators build an inclusive community in which all students can improve their literacy skills.
Haas, Eric; Huang, Min; Tran, Loan; Yu, Airong
The purpose of this study was to examine the cumulative progress of English learner students in Utah in English language proficiency (ELP) and in academic content knowledge in both English language arts (ELA) and mathematics. This study identified students in grades kindergarten, 3, and 6 who were designated as English learner students in 2006/07…
This study aimed at looking at perception of English palatal codas by Korean speakers of English to determine if perception problems are the source of production problems. In particular, first, this study looked at the possible first language effect on the perception of English palatal codas. Second, a possible perceptual source of vowel epenthesis after English palatal codas was investigated. In addition, individual factors, such as length of residence, TOEFL score, gender and academic status, were compared to determine if those affected the varying degree of the perception accuracy. Eleven adult Korean speakers of English as well as three native speakers of English participated in the study. Three sets of a perception test including identification of minimally different English pseudo- or real words were carried out. The results showed that, first, the Korean speakers perceived the English codas significantly worse than the Americans. Second, the study supported the idea that Koreans perceived an extra /i/ after the final affricates due to final release. Finally, none of the individual factors explained the varying degree of the perceptional accuracy. In particular, TOEFL scores and the perception test scores did not have any statistically significant association.
Grommon, Alfred H., Ed.; And Others
This publication is an outgrowth of the concern expressed by the National Council of Teachers of English regarding the nature, uses, and misuses of standardized tests, specifically the validity of the subject-matter content of standardized English tests and the relation of the overall purposes of a school's total English program to standardized…
Glascoe, F P
Physicians often elicit ratings from teachers when making diagnostic, treatment, or referral decisions. The purpose of this study was to view the relationship between teachers' ratings and children's academic skills, assess the utility of teacher ratings in detecting academic problems, and thus determine whether physicians can depend on teacher ratings when making decisions about patients' needs. Subjects were a national sample of 80 teachers and 934 children between 6 and 13 years of age participating in a test standardization study. Families were representative of United States demographics in terms of parental level of education, income, and ethnicity, and sites were geographically diverse elementary schools. Children were administered the Comprehensive Inventory of Basic Skills--Revised (CIBS-R), a diagnostic academic achievement test. Teachers rated children's academic performance on a five-point scale ranging from far above average to far below average and were blinded to the results of the CIBS-R. Teacher ratings varied significantly with children's performance for all academic domains. Logistic regression revealed that teacher ratings were best predicted by children's performance in basic reading skills, followed by math skills, and were not influenced by race, parents' level of education, history of retention, or gender. Participation in Title I services, testing in winter or spring, and parents who spoke a language other than English produced significantly lower ratings. Nevertheless, teachers rated as average many students with mild to moderate academic difficulties. School system personnel and health care providers should avoid sole dependence on global teacher ratings when deciding which students need special education referrals or other services. Supplementing teacher ratings with standardized screening test results is needed to ensure accurate decision-making.
In this article I describe my interaction as an English for academic purposes (EAP) practitioner with a supervisor and her two postgraduate international students, both of whom were second language speakers of English (L2). Because of linguistic and relationship issues the supervisory experience for the parties was challenging and frustrating. I…
Jambor, Paul Z.
It has long been asserted that the English language is imperialist, however, the overwhelming effect it has on Education has long reaching consequences for people worldwide. That is to say, since English language teaching (ELT) is so fundamental for the financial and academic development of individuals on a global scale, it ought to be proposed…
Price, Joseph W.
The purpose of this multiple case study was to develop an understanding of what older nontraditional undergraduate English majors voiced as the challenges, attributes, and promises concerning their choice of that academic major. Ten participants took part in this study; these were students enrolled during the Spring 2012 semester as English majors…
Nemanich, Donald, Ed.
Articles in this volume of the "Illinois English Bulletin" include "Competencies in Teaching English" by Alan C. Purves, which sets forth a tentative model for planning competency-based instruction and certification based on concepts, teaching acts, skills, and strategies; "Passing the Buck Versus the Teaching of English" by Dennis Q. McInerny,…
Describes Earphone English, a student club sponsored through a partnership between Berkeley High School and the Berkeley Public Library that offers students whose primary language is not English to practice their spoken and aural English skills. Discusses the audiobooks used in the program and the importance of multicultural content and age…
Many professors have been traumatized by academic bullies. Unlike bullies at school, the academic bully plays a more subtle game. Bullies may spread rumors to undermine a colleague's credibility or shut their target out of social conversations. The more aggressive of the species cuss out co-workers, even threatening to get physical. There is…
This COMIT English module used most of the interrelated devices of sound, sonic pen, keyboard, slide, and terminal display in a lesson which, depending on the student's interest and ability, might last from four to ten hours and formed an integral part of a second year course in critical analysis. Four contexts were included in the subject of…
Shi, Lu-Feng; Farooq, Nadia
Purpose: The current study measured, objectively and subjectively, how changes in speech rate affect recognition of English passages in bilingual listeners. Method: Ten native monolingual, 20 English-dominant bilingual, and 20 non-English-dominant bilingual listeners repeated target words in English passages at five speech rates (unprocessed, two…
In 1997 English became a compulsory subject in Korean elementary schools. The education of English teachers for the elementary level was accelerated. The training curriculum was reformed according to the educational objective to enhance students' oral communication skills in English. Coupled to this change, the introduction of English Teacher…
De George, Richard T.
Asserts that Martin Michaelson's proposal in "Should Untenured as Well as Tenured Faculty Be Guaranteed Academic Freedom? A Few Observations," despite its good intentions, is seriously flawed and if adopted in preference to existing standards will weaken rather than strengthen academic freedom. (EV)
Whiteside, Katie E; Gooch, Debbie; Norbury, Courtenay F
Children learning English as an additional language (EAL) often experience lower academic attainment than monolingual peers. In this study, teachers provided ratings of English language proficiency and social, emotional, and behavioral functioning for 782 children with EAL and 6,485 monolingual children in reception year (ages 4-5). Academic attainment was assessed in reception and Year 2 (ages 6-7). Relative to monolingual peers with comparable English language proficiency, children with EAL displayed fewer social, emotional, and behavioral difficulties in reception, were equally likely to meet curriculum targets in reception, and were more likely to meet targets in Year 2. Academic attainment and social, emotional, and behavioral functioning in children with EAL are associated with English language proficiency at school entry.
Grebniak, N P; Shchudro, S A
The integral criterion for subject difficulties in senior classes is substantiated in terms of progress in studies, variation coefficient, and subjective and expert appraisals of the difficulty of subjects. The compiled regression models adequately determine the difficulty of academic subjects. According to the root-mean-square deviation, all subjects were found to have 3 degrees of difficulty.