Sebanyak 2797 item atau buku ditemukan

Improving Testing For English Language Learners

More than any book to date, this one provides a comprehensive approach to designing, building, implementing and interpreting test results that validly measure the academic achievement of English language learners. It scaffolds the entire process of test development and implementation and discusses essential intervention points. The book provides the type of evidence-based guidance called for in federal mandates such as the NCLB legislation. Key features of this important new book include the following... Comprehensive – This book recommends methods for properly including ELLs throughout the entire test development process, addressing all essential steps from planning, item writing and reviews to analyses and reporting. Breadth and Depth of Coverage– Coverage includes discussion of the key issues, explanations and detailed instructions at each intervention point. Research Focus – All chapters include an extensive review of current research. Emerging Trends – The chapters summarize guidance appropriate for innovative computer-based assessments of the future as well as the paper-and-pencil tests of today. This book is appropriate for anyone concerned with the development and implementation of fair and accurate testing programs for English language learners. This includes university based researchers, testing personel at the federal, state and local levels, teachers interested in better assessing their diverse student populations and those involved in the testing industry. It is also appropriate for instructors teaching undergraduate and graduate courses devoted to testing the full range of students in todays schools.

Underlying the limitations cited above is the fact that learning English as a
second language (ESL) is often confused with learning English as a foreign
language (EFL). Of course, there are obvious parallels between these ways of
learning ...

Testing English-Language Learners in U.S. Schools:

Report and Workshop Summary

The Committee on Educational Excellence and Testing Equity was created under the auspices of the National Research Council (NRC), and specifically under the oversight of the Board on Testing and Assessment (BOTA). The committee's charge is to explore the challenges that face U.S. schools as they work to achieve the related goals of academic excellence and equity for all students. This report provides not only the summary of a workshop held by the forum on the testing of English-language learners (students learning English as an additional language) in U.S. schools, but also a report on the committee's conclusions derived from that workshop and from subsequent deliberations.

Disentangling students' progress in English from their academic performance in
other areas is difficult because oral and ... reclassification as proficient in English
and removal from bilingual or English as a Second Language (ESL) programs.

Testing English

Formative and Summative Approaches to English Assessment

>

Formative and Summative Approaches to English Assessment Bethan Marshall
... considering first how they meandered through the strictures of exam board
control after the Second World War and then were frogmarched through reforms,
 ...

A Psycholinguistic Investigation of Agreement in Spanish and English Monolinguals and Bilinguals

The two broad goals of this dissertation are to investigate cross-linguistic and cross-dialectal differences in monolingual agreement production as a function of the richness of morphological paradigms, and to investigate how these differences may play out in bilinguals who vary in age of onset of bilingualism (early vs. late) and proficiency level (intermediate vs. advanced). Research questions ask: (1) Are there cross-linguistic differences in the production of subject-verb number agreement in English, Mexican Spanish and Dominican Spanish as evidenced by differing sensitivity to conceptual number? (2) Are there differences in the mechanics of agreement production in monolinguals and bilinguals? (3) Are there differences in how bilinguals produce agreement in each language? (4) Do age of acquisition and proficiency modulate how bilinguals produce agreement?

The two broad goals of this dissertation are to investigate cross-linguistic and cross-dialectal differences in monolingual agreement production as a function of the richness of morphological paradigms, and to investigate how these ...

Toward a Realization of Psycholinguistic Principles in the ESL Reading Class

A Discussion Draft

A Psycholinguistic Investigation of Grammatical Class in Second Language Lexical Processing

ABSTRACT: This dissertation examines a previously under-researched factor in second language (L2) lexical processing, namely, grammatical class. Although a wealth of research using monolingual and brain-damaged participants suggests that this variable is active in lexical processing, little research has examined this factor with L2 learners. The goal of this dissertation is to investigate the relative contributions of grammatical class and semantic factors in L2 lexical processing and the nature of the relationship between these two variables throughout development. Accordingly, a series of psycholinguistic experiments were conducted with native speakers of English at different stages of L2 proficiency in Spanish. The specific goal was to put grammatical class and semantic similarity in direct competition to clarify the relationship between these two variables during comprehension and production. In addition to the two comprehension and one production experimental tasks, the participants performed various proficiency measures, in order to thoroughly examine developmental differences in various domains. The results suggest that L2 learners do utilize grammatical class in L2 lexical processing and that this variable can interact with semantic similarity to affect performance. Implications for models of bilingual lexical processing are presented with respect to the inclusion of grammatical class and developmental differences.

ABSTRACT: This dissertation examines a previously under-researched factor in second language (L2) lexical processing, namely, grammatical class.

Psycholinguistic abilities and maternal language style

a study of young children from disadvantaged backgrounds

Paper read to International Seminar on Special Education, Melbourne, August 20-24, 1972; notes on preliminary research; focuses on interaction between child language ability & maternal language style, brief description of research design, measurement of maternal language style, sample of 121 first grade children (northern N.S.W.); results & discussion, findings add further support to theory that restricted word knowledge in mothers is related to retarded psycholinguistic development in children.

Paper read to International Seminar on Special Education, Melbourne, August 20-24, 1972; notes on preliminary research; focuses on interaction between child language ability & maternal language style, brief description of research design, ...