Download or read book The Academic Impact and Results of Second Language Acquisition for Latino English Learners as Measured by Standardized Performance Assessments in Reading at Two Bilingual Developmental K 8 Schools in Wisconsin written by Jesse J. Rodríguez Burgos and published by . This book was released on 2015 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Given the dynamics of the growing population of Latino English Learners (ELs) in Wisconsin, there is a need to examine the effects of Dual Language bilingual programming. The primary purpose of this study was to examine the impact of a long-term second language program on standardized assessments in two K-8 schools in Wisconsin. The study examined a four-year analysis of data on the performance of Latino ELs. Second, the study dealt with documenting the perspectives of a non-probability sample of K-8 teachers regarding the impact of language acquisition on reading achievement. This study was intended to correlate the influence that language acquisition had on standardized assessments. The researcher utilized an explanatory sequential mixed methods design. The data collection advanced in two distinct phases with rigorous quantitative and qualitative sampling. A summary of the data and a hierarchical regression analysis for variables predicting the Wisconsin Knowledge and Concepts Examination (WKCE) score was examined. An original model, developed by the researcher, was presented and provided as a visual representation regarding the findings of the study. This inquiry sought to provide an understanding of the experiences and challenges confronting Latino ELs in their attempt to define their future and establish themselves in American schools. The reading was not aimed to mark the end of a path but to share a journey in which ideas and findings explained here, could become standard practice for policy makers. The research served as a tool for reflection as this study addressed some societal issues such as social justice and educational equity; issues much broached in defense of poor children in American inner city schools. The teachers viewed the assessment of ELs as punitive and a threat to their children's educational development. The State, at the time of this writing, had not yet addressed "scientifically" nor "research proven", the needs of language learning communities in the school district.
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 974 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Language and Literacy in Bilingual Children written by D. Kimbrough Oller and published by Multilingual Matters. This book was released on 2002-01-01 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book sets a high standard for rigor and scientific approach to the study of bilingualism and provides new insights regarding the critical issues of theory and practice, including the interdependence of linguistic knowledge in bilinguals, the role of socioeconomic status, the effect of different language usage patterns in the home, and the role of schooling by single-language immersion as opposed to systematic training in both home and target languages. The rich landscape of outcomes reported in the volume will provide a frame for interpretation and understanding of effects of bilingualism for years to come.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 688 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dual Language Education written by Kathryn J. Lindholm-Leary and published by Multilingual Matters. This book was released on 2001-01-01 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.
Download or read book The Impact of Bilingual Verbal Ability on the English Reading Growth of English Language Learners written by Graciela F. Reyes-McDonald and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The developmental interdependence hypothesis proposes that a higher level of proficiency in the first language is more likely to contribute to the acquisition of a second language and that threshold levels of language proficiency in both the first and second language must be attained to allow for beneficial effects for cognitive and academic functioning. The theory proposes that to have a full account of the lexical knowledge of English language learners (ELLs), measurement must address both languages. The current study tested the assumptions of the developmental interdependence hypothesis. The Woodcock-Johnson III Tests of Cognitive Abilities and the Diagnostic Supplement was used to measure Bilingual Verbal Ability. To investigate the effects of instruction on language ability, the study controlled for length of program enrollment for a group of second graders and compared the Bilingual and English verbal ability of 34 ELLs who consistently received instruction in English in an English as a Second Language (ESL) program with that of 19 ELLs who had consistently received instruction in both English and Spanish in a dual language setting. It was hypothesized that the students receiving consistent dual language instruction would demonstrate increased Bilingual and English verbal ability. Reading curriculum-based measurement (R-CBM) was used to measure the English oral reading fluency growth of 77 ELL second grade students. R-CBM data was analyzed utilizing hierarchical linear modeling (HLM) in order to determine the within-year English oral reading fluency trajectories of the students. Bilingual verbal ability was hypothesized to positively influence the beginning-of-year oral reading fluency level and the rate of growth for English oral reading fluency of individual students. Results indicated that students' verbal ability was not significantly different based on the type of bilingual program instruction they had received and that Bilingual verbal ability significantly and positively predicted Fall English oral reading fluency, but not growth rate, for a group of second grade ELLs. It was concluded that there was a relationship between Bilingual verbal ability and English oral reading fluency; however, the results of multilevel analysis indicated that there remained much unexplained variance in the model.
Download or read book The ETS Test Collection Catalog written by Educational Testing Service. Test Collection and published by Greenwood. This book was released on 1993 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: The major source of infornmation on the availability of standardized tests. -- Wilson Library BulletinCovers commercially available standardized tests and hard-to-locate research instruments.
Download or read book Educating Emergent Bilinguals written by Ofelia Garcia and published by Teachers College Press. This book was released on 2018-04-13 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: This accessible guide introduces readers to the issues and controversies surrounding the education of language minority students in the United States. What makes this book a perennial favorite are the succinct descriptions of alternative practices for transforming our schools and students' futures, such as building on students' home languages and literacy practices, incorporating curricular and pedagogical innovations, using proven-effective approaches to parent engagement, and employing alternative assessment tools.
Download or read book Teaching Vocabulary to English Language Learners written by Michael F. Graves and published by Teachers College Press. This book was released on 2012-11-15 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building on Michael Graves's bestseller, The Vocabulary Book, this new resource offers a comprehensive plan for vocabulary instruction that K–12 teachers can use with English language learners. It is broad enough to include instruction for students who are just beginning to build their English vocabularies, as well as for students whose English vocabularies are approaching those of native speakers. The authors describe a four-pronged program that follows these key components: providing rich and varied language experiences; teaching individual words; teaching word learning strategies; and fostering word consciousness. This user-friendly book integrates up-to-date research on best practices into each chapter and includes vignettes, classroom activities, sample lessons, a list of children's literature, and more.
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparison of English and Spanish Assessment Measures of Reading and Math Development for Hispanic Dual Language Students written by Lisa M. Stevenson and published by . This book was released on 2014 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: When comparing English and Spanish math results for the same students by grade level, the students scored at a higher level in Spanish over 97% of the time compared to the English math results. The results show that for the eight graduating cohorts, the average percent proficient is 72% overall when taking the math test in Spanish, but for the math test in English the average percent proficient is only 50.2% proficient. Linguists have argued that Hispanic students' progress in attaining proficiency on standardized reading and math assessments is possible after five to seven years of learning English. This study demonstrates that not all Hispanic students progress to that level of proficiency and that further programming options or interventions might be needed within the TWI program model. Additionally, this study shows that the rate toward proficiency in reading and math on the English and Spanish versions differs over time and that students generally attain proficiency in math prior to reading on both the English and Spanish assessments. Balancing the language acquisition process through models like dual language is supported in research, but implementing a TWI program model and utilizing native language assessments like Logramos must be carefully studied, monitored, and enacted with community support and ongoing professional development for all involved. Dual language programs and native language assessments are a means to address issues presented by No Child Left Behind (NCLB) in relation to Hispanics' and English Language Learners' (EL) academic achievement, but further studies must address other subgroups within the dual language programs.
Download or read book Resources in Education written by and published by . This book was released on 1979 with total page 1000 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book BESA written by Elizabeth D. Peña and published by . This book was released on 2014 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Language Demands of School written by Alison L. Bailey and published by Yale University Press. This book was released on 2007-01-01 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Language Demands of School is an edited volume describing an extensive empirical base for academic English testing, instruction and professional development. The chapters comprise empirical research by Bailey and colleagues at the National Center for Research on Evaluation, Standards, Student Testing (CRESST) at UCLA, and invited contributions by practitioners in the fields of language policy, testing and instruction. The central focus of the chapters is the research conducted by CRESST over the last two years in an attempt to document the academic English language demands placed on school-age learners of English. The three additional chapters give the perspectives of a policy-maker at the state level, test developers, and practitioners. The Language Demands of School fills a gap in the current literature by addressing the kind(s) of English required of K-12 English Learner students from an evidence-based perspective. This is timely given the broader context of the No Child Left Behind Act of 2001, which has prompted school systems to identify English language proficiency tests to meet the federal mandate. One of the problems that has surfaced in the search for English language tests for K-12 English Learner students is the inadequacy of existing research on the development of the academic English language skills that all students—both English Learner and native English-speaking—need to be successful in the school setting. The Language Demands of School is devoted to exploring this topic and to presenting research that illuminates both the questions and the answers.
Download or read book Academic Achievement Outcomes of Latino English language Learners in Texas written by Han Ren and published by . This book was released on 2015 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: Texas has one of the highest populations of English Language Learners (ELLs) in the U.S., with a complex system for ELL identification, program placement, and high- stakes assessment. Spanish-speaking Latino ELLs represent a large proportion of this population in this state. The long-term academic achievement of ELLs identified in elementary grades and educated in different program placements is not well known. Prior research presents support for Bilingual Education models as most promising for future student achievement. Using strict sampling criteria and analysis of variance (ANOVA) procedures, this study compared student achievement during secondary years, as measured by high-stakes assessments, of demographically similar Latino former-ELLs, long-term ELLs, and non-ELLs who received a variety of language service programming during elementary school. This study examined data from a cohort of 18,188 students enrolled in all 10 major urban school districts in Texas from 3rd to 9th grades, between the 2003-2004 and 2009-2010 school years. Math and reading high-stakes test scores during students' 7th and 9th grade years were used as outcome variables. Key findings show that ELLs who did not receive any language programming have significantly higher achievement outcomes than ELLs who received English as a Second Language (ESL), Bilingual Education, or equal years of ESL and Bilingual. These students performed on par with their non-ELL peers in both math and reading. Results also show achievement differences between former-ELLs who were able to achieve English language proficiency by the start of middle school, and long-term ELLs who remained ELL through secondary education. Former-ELLs had favorable outcomes, with math achievement scores that were higher than non-ELLs, whereas long-term ELLs performed significantly lower than both former- ELLs and non-ELLs at all study points. Interactions between programming received and ELL-type, as well as the effects of immigration status and district of enrollment were explored. Results were unexpected and highlight the need for further longitudinal research on existing ELL populations across the state of Texas. Implications of this study support current educational policies that shift away from prolonged Bilingual Education toward ESL and mainstream-English only programming for ELLs. Additional policy implications and directions for future research are discussed.
Download or read book A Study of the Effects of Bilingual and Structured English Immersion Programs on the Oral English and Literacy Development of Students Learning English as a Second Language written by Danny Lee Wood and published by . This book was released on 2014 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study had two purposes: (1) to compare two different English language learner (ELL) programs--transitional bilingual education (TBE) programs and transitional structured English immersion (SEI) programs--to identify which, if either, was superior in facilitating English language acquisition; and (2) to identify the relationship between English oral proficiency and English literacy proficiency. To answer these questions, this study analyzed English proficiency scores from the California English Language Development Test (CELDT) from a large school district in California from 2002 - 2007. The CELDT is an instrument that was aligned with the English Language Development (ELD) standards of California and first administered in 2001 to measure English language proficiency. The CELDT provided measurements in three English skill scales: oral (listening and speaking), reading, and writing. The CELDT also produced a composite overall English proficiency score from the combined performance scale scores. The students in the study were primarily Hispanic (98.26%) native Spanish speakers (99%) from lower socioeconomic backgrounds (91.4%). Of the 2,731 students whose scores were analyzed, 1,196 (44%) were in their respective SEI or TBE programs the entire 6-year period of the study. For the program comparisons, there were four groups of students: (a) students who were in transitional bilingual programs for the entire length of the study, (b) students who were in transitional bilingual programs for various lengths of time before transferring to SEI programs, (c) students who were in the SEI program for the entire length of the study, and (d) students who were in the SEI program for various lengths of time before transferring to other programs or schools. The bilingual and SEI programs in this study were analyzed in four different ways: raw CELDT score means, CELDT proficiency levels, CELDT highest scorers, and the comparison of oral to literacy skills. When CELDT means were compared, the SEI groups performed slightly better throughout the study period over all. However, the bilingual students narrowed the scoring gap each year across all skill areas, and in the case of oral skills, one of the bilingual groups scored higher than both SEI groups in 2007. When CELDT overall and oral proficiency levels were compared, all groups finished in the same level by grade four (2006) for overall proficiency, and were the same for oral proficiency by grade five (except for the higher bilingual score just mentioned). By 2007, while SEI students slightly outperformed bilingual students each year, the proficiency scores for reading and writing were close between both programs. When scores were calculated for the percentage of students that scored at the highest levels between the groups, the SEI scores were almost always the highest. However, bilingual students out performed SEI students in 2007 on CELDT and academic measures.
