Download or read book Language Ability and Educational Achievement written by Christopher Winch and published by Routledge. This book was released on 2016-10-04 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: This title, first published in 1990, engages in the current debates about the teaching of literacy and the reform of education. Based on his dissatisfaction with prevalent theories of educational achievement and his experience of teaching in elementary schools, Winch argues that the dichotomy of biological inheritance and environmental influence is inadequate to describe the diverse phenomena of educational achievement. This title will be of interest to students of the philosophy of education.
Download or read book Assessing English Language Learners Bridges to Educational Equity written by Margo Gottlieb and published by Corwin Press. This book was released on 2016-03-22 with total page 367 pages. Available in PDF, EPUB and Kindle. Book excerpt: Build the bridges for English language learners to reach success! Ten years ago, the first edition of Margo Gottlieb’s Assessing English Language Learners changed the dialogue about how educators envision educational equity for students. Since then, the ELL and dual language student populations have grown exponentially, and so has the need for forward-thinking and effective approaches to facilitating students’ academic language development alongside their content knowledge. This thoroughly updated edition of Gottlieb’s classic delivers a complete set of tools, techniques, and ideas for planning and implementing instructional assessment. The book includes: A focus on academic language use in every discipline, from mathematics to social studies, within and across language domains Emphasis on linguistically and culturally responsive assessment as a key driver for measuring academic achievement A reconceptualization of assessment "as," "for," and "of" learning Reflection questions to stimulate discussion around assessment policies and practices to maximize opportunities for teacher input and student engagement This book is an essential resource for pre-service and in-service teachers, educator teams, and school leaders striving toward equity in every classroom. "In this exciting, practitioner-friendly volume, Margo Gottlieb shows us how assessment as, for, and of learning can provide a level playing field for today’s language learners. Educators working with English language learners will find this assessment-moxie book truly invaluable." —W. James Popham, Professor Emeritus University of California, Los Angeles "There are no other books available that cover the topic of fair and equitable assessment practices for English learner as comprehensively as this one. Nor are there any other books with such a rich selection of tools readily available for practitioners. It must belong in every TESOL professional’s library!" —Andrea Honigsfeld, Associate Dean and EdD Program Director Molloy College
Download or read book Promoting the Educational Success of Children and Youth Learning English written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-08-25 with total page 529 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.
Download or read book Language Proficiency and Academic Achievement written by Charlene Rivera and published by Multilingual Matters Limited. This book was released on 1984 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book developed from a dialogue between Jim Cummins and other scholars and practitioners. It represents a state of the art discussion of Cummins' theoretical framework.
Download or read book Leading Academic Achievement for English Language Learners written by Betty J. Alford and published by Corwin Press. This book was released on 2011-03-28 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical guide equips school leaders to shape a culture conducive to high academic achievement for English language learners. Includes case studies and quick reference charts.
Download or read book Examining the Academic Achievement and Language Proficiency of English Learners in California written by Renatta Villaseñor DeFever and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: My dissertation examines the language trajectories and academic achievement of English learner students in California. California schools serve about one third of English learners in the U.S., with approximately 1.4 million English learners. In the first paper, I investigate the patterns of language acquisition among English learners during early elementary school years. Using student-level data from three school districts in California, I follow a cohort of kindergarten students for three consecutive academic years and examine the relationship between English language development and various individual student characteristics. The primary goals of the study are to describe the differences in English development trajectories taking into account students' initial English proficiency and evaluate their individual trajectories making comparisons across different groups of English learners. The study finds that gender, grade retention, and late entry to the U.S. are associated with higher growth of English language development. In the second paper, I present an in depth analyses of the Academic Performance Index for English learners across all schools in California. The Academic Performance Index is a school level measure of academic achievement that has been the cornerstone of California's accountability policies for the past decade. I examine the Academic Performance Index for English learners from a variety of perspectives. First, I compare the academic achievement of English learners and non-English learners to describe the gaps in achievement between these two groups. Then, I look at the academic achievement of English learners and non-English learners to compare how schools are doing in terms of meeting the achievement goals stipulated by the state. In the third part, I investigate regional differences in academic achievement taking into consideration demographic factors that likely impact the achievement of English learners including concentrations of poverty, concentrations of English learners, and parental education. In the last part, I report the results of analyses over time and describe how the Academic Performance Index for English learners has changed over five annual reporting cycles (2005-2010). For all analyses in the paper, I present results by grade spans (elementary, middle, and high school). In the third paper, I examine English learner academic achievement in relationship to one important aspect of their school context: the concentration of English learners in schools. The analyses show that concentration of English learner students in schools has an overall negative impact on the test scores of all students. However, the association between English learner concentration in schools and test scores of English learners is weaker, compared to the association between these two aspects for non-English learners. Because concentration of English learners is strongly related to concentration of poverty in schools it is not feasible to evaluate the association between these two aspects of school composition and their separate impact on test scores.
Download or read book Language Diversity School Learning and Closing Achievement Gaps written by National Research Council and published by National Academies Press. This book was released on 2010-08-26 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for language and reading comprehension? Of particular interest was the degree to which group differences in school achievement might be attributed to language differences, and whether language-related instruction might help to close gaps in achievement by helping students cope with language-intensive subject matter especially after the 3rd grade. The workshop provided a forum for researchers and practitioners to review and discuss relevant research findings from varied perspectives. The disciplines and professions represented included: language development, child development, cognitive psychology, linguistics, reading, educationally disadvantaged student populations, literacy in content areas (math, science, social studies), and teacher education. The aim of the meeting was not to reach consensus or provide recommendations, but rather to offer expert insight into the issues that surround the study of language, academic learning, and achievement gaps, and to gather varied viewpoints on what available research findings might imply for future research and practice. This book summarizes and synthesizes two days of workshop presentations and discussion.
Download or read book Predictive Power of Language Proficiency on Academic Achievement written by Job Wilson and published by LAP Lambert Academic Publishing. This book was released on 2012-03 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: Tanzania, like many other multilingual communities globally, has not eluded the problem of Language of Instruction (LOI). As a result, nearly five decades, English, the LOI in secondary schools and high education, has been a "scapegoat" of many secondary school students' academic failure. The book shows clearly that English Language Proficiency (ELP) predicts future academic success of students. However, the influence is not as great as the proponents of Kiswahili exaggerate it to be; this is to say, it is the non-ELP factors that affect performance greatly. The author therefore, concludes that the use of O- level and A-level secondary school results alone, as it is done in Tanzania and elsewhere, to predict one's capacity for secondary and higher education respectively is not enough since academic performance is an interplay of a number of factors. The book is invaluable for language teachers, teachers in training, University students, language policy makers and curriculum developers.
Download or read book The Effect of Language Used in the Home on Academic Achievement in English Language Learners with Special Needs written by Rebecca Dawn Bramblett and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The number of students classified as English language learners enrolled in schools in the United States continues to multiply yearly. An increasing number of these students also qualify for special education services. Students in either group have underperformed compared with their general education peers for years, and the basic academic proficiency levels of these students are concerning when either language proficiency or disability is considered separately. However, when a lack of language of proficiency is compounded with a disability, academic proficiency levels become even more concerning. While student language proficiency and disability are well-researched in terms of academic performance, the language students are exposed to at home has not been given adequate consideration. The purpose of this causal comparative study was to examine the relationship between parents’ preferred language of communication and the Georgia Milestones End-of-Grade (GMAS EOG) English language arts and mathematics proficiency levels of students served in both English language learner and special education programs. The study employed archived data from the 2018–2019 school year from a convenience sample of 110 third- through eighth-grade students dually served in English language learner and special education programs (55 whose parents preferred communication in English and 55 whose parents preferred communication in a language other than English). Two independent samples t tests were used to determine if there was a difference in the GMAS EOG scores for the two groups. There was not a difference in the English language arts scores between the two groups and there was not a difference in the mathematics scores between the two groups.
Download or read book Constructing Educational Achievement written by Sivanes Phillipson and published by Routledge. This book was released on 2014-06-03 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: International interest focuses on why pupils from East-Asia tend to outperform pupils from the West and scholars have proposed a number of possible explanations to account for these international trends. Using Vygotsky's theory (1978) as a conceptual framework to "construct" school achievement, this book puts forward culturally relevant context for understanding developmental aspects of children’s school achievement and their implication to classroom practice and education progress. Converging the two important lines of inquiry – the child factor and the sociocultural factor – this book showcases evidence-based scholarly works from across the globe that shed light on causes of academic achievement in different contexts. The book brings together eminent scholars from early childhood, primary education, secondary and vocational education who expertly capture the vitality of development and processes of specific child factors and their interaction with their environment that explain their school achievement. Foregrounded in the five planes of cultural historical, institutional, social, personal and mental, the research explain how children think, learn and form the will to perform amidst the changing social and family environment, and challenging school and educational environment.
Download or read book Language Characteristics and Academic Achievement written by Denise Bradby and published by Department of Education Office of Educational. This book was released on 1992 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report examines the demographic and language characteristics and educational aspirations of Asian American and Hispanic American eighth graders and relates that information to their mathematical ability and reading comprehension as measured by an achievement test. Special attention is paid to students who come from homes in which a non-English language is spoken. The report uses information selected from the National Education Longitudinal Study of 1988 (NELS:88). The NELS:88 administered questionnaires and tests to a national sample of 25,000 eighth grade students in over 1,000 public and private schools in spring 1988. A second data collection was conducted in spring 1990. Of the 1,505 Asian American students evaluated, 73 percent were reported as language minorities (LMs), while 77 percent of the 3,129 Hispanic American students evaluated were LMs. Of the LM students, 66 percent of the Asian Americans had high English proficiency as compared to 64 percent of the LM Hispanic Americans. Both Asian American and Hispanic American groups had 4 percent of LM students showing low English proficiency. Overall, the study found many similarities between the two groups. However, differences are apparent when data are divided along language proficiency, mathematics achievement, aspiration, and other measures. Statistical data are provided in 33 tables and 44 graphs. Appendices present selected survey questions, technical notes and methodology, and 109 standard error tables. (JB)
Download or read book Bridging the English Learner Achievement Gap written by Ray Garcia and published by Teachers College Press. This book was released on 2015-04-25 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: In spite of decades of school reform, the achievement gap between English learners and English-proficient students has narrowed little. This book introduces the Sustainability Frameworka step-by-step process that will help educators at all levels increase school attendance and academic success for ELL students. This reform-navigation tool identifies patterns and trends in the deployment of a reform and subsequently allows leaders to make necessary adjustments to extend, accelerate, or terminate a given reform. Bridging the English Learner Achievement Gap offers a compelling, research-grounded way for schools with a substantial ELL population to successfully accommodate their students.
Download or read book Assessing English Language Learners written by Margo H. Gottlieb and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Language Proficiency and Academic Achievement written by Charlene Rivera and published by Multilingual Matters Limited. This book was released on 1984-01 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: Selected papers from a symposium that was a component of the National Institute of Education's Assessment of Language Proficiency of Bilingual Persons Project are presented. The project's objectives were to pursue basic research on the nature of language proficiency and its measurement and to provide teachers with current knowledge of language proficiency assessment issues for improving classroom practice. The papers include: "Wanted: A Theoretical Framework for Relating Language Proficiency to Academic Achievement among Bilingual Students" (Jim Cummins); "On Cummins' Theoretical Framework" (Fred Genessee); "On Some Theoretical Frameworks for Language Proficiency" (Michael Canale); "A Note on the Dangers of Terminological Innovation" (Bernard Spolsky); "SCALP: Social and Cultural Aspects of Language Proficiency" (Rudolph C. Troike); "A Sociolinguistic Perspective on Cummins' Current Framework for Relating Language Proficiency to Academic Achievement" (Benji Wald); and "Language Proficiency and Academic Achievement Revisited: A Response" (Jim Cummins). (MSE)
Download or read book The Role of Self Esteem in Foreign Language Learning and Teaching written by Agnieszka Habrat and published by Springer. This book was released on 2018-02-22 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book demonstrates how foreign language self-esteem (FLSE) affects foreign language (L2) learning and teaching, and how it fluctuates with growing proficiency. Further, it explains the interaction between FLSE and a range of factors of recognized importance in second language acquisition (SLA). The theoretical part of the book presents the main pillars of self-esteem as well as its notable influence on psychological functioning and learning, with special emphasis being placed on L2 learning. In turn, the empirical part presents the findings of a study that explored the trajectory and behavioural outcomes of FLSE across three stages of education. The book closes by outlining future research directions, as well as some pedagogical implications. In particular, the findings of the study can be employed in teaching English as a foreign or second language by helping instructors understand the significance of learners’ individual differences.
Download or read book Assessing English Language Learners written by Margo Gottlieb and published by Corwin. This book was released on 2006-01-13 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: `With all the offerings that Margo Gottlieb provides in this book, she makes us yearn to not only cross the bridge of assessment, but also to feel confident when we get to the other side.′ -From the Foreword by Else Hamayan Illinois Resource Center `This book is long overdue! Appropriate assessment and placement of ELLs is the most basic of all instructional processes. Without this, we cannot be sure we can measure student progress or address individual instructional needs.′ -Margarita Calderón, Research Scientist Center for Data-Driven Reform, Johns Hopkins University `Here, finally, we have a text that empowers teachers by giving them practical strategies for harnessing assessments of language and content in ways that benefit their teaching and their students′ learning.′ -Timothy Boals, WIDA Consortium Director, Wisconsin Dept. of Public Instruction `Assessing English Language Learners includes a multitude of evaluation instruments that readers can use as they assess their students. Margo Gottlieb helps teachers adjust assessment to different language proficiency levels and then evaluate language proficiency and content learning appropriately.′ -David E. Freeman, Yvonne S. Freeman, Professors, Curriculum and Instruction, University of Texas, Brownsville Discover how to bridge the gap between equitably assessing linguistic and academic performance! Student assessment is the cornerstone of standards-based education. For the growing population of English Language Learners, however, measuring their acquisition and learning is a multifaceted process. This well-documented text examines the unique needs of English Language Learners and describes strategies for implementing instructional assessment of language and content. With both depth and breadth, this practical resource covers how to equitably and comprehensively assess the language proficiency and academic achievement of English Language Learners. Both practicing and aspiring educators will benefit from Rubrics, charts, checklists, surveys, and other ready-to-use tools Professional development activities An integrated approach to teaching standards, language, and content Guidance on how best to address standardized testing and grading Use this timely text to advance the academic language proficiency of English Language Learners through enhanced teaching and assessment techniques.
Download or read book DLD and Me Supporting Children and Young People with Developmental Language Disorder written by Anna Sowerbutts and published by Routledge. This book was released on 2019-09-25 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite an increasing awareness of Developmental Language Disorder, there are very few tools available to help people understand and live with a diagnosis of DLD. DLD and Me is a functional, engaging resource for children and young people with DLD and the professionals and families that work with them. The book consists of an easy-to-follow, 12-week programme designed to help children and young people understand their strengths, what makes them different, what DLD is and how they can support their own communication in everyday life. Key features include: clearly worded session plans for therapists or education staff to follow; engaging visual resources to accompany the session plans, each available to photocopy and download; home sheets to keep families involved and informed; information sheets and training plans for parents and education staff; outcome measures to evaluate progress. This invaluable tool has been designed to be used by Speech and Language Therapists, teachers and other professionals or parents working with children and young people with DLD.
