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Author: Steven J. Ross
Publisher: Taylor & Francis
ISBN: 1000787494
Category : Language Arts & Disciplines
Languages : en
Pages : 225
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Book Description
Longitudinal Studies of Second Language Learning: Quantitative Methods and Outcomes provides a how-to guide to choosing, using, and understanding quantitative longitudinal research and sampling methods in second and foreign language learning. This volume will provide readers with exemplary longitudinal studies of language learning outcomes, as well as an overview of widely used methods of data analysis. Readers will understand how long-term data collection processes are organized and archived, and how the data are managed over time prior to analysis. Each of the chapters provide applied researchers with examples of how language learning outcomes gathered over time can be organized into data sets useful for insightful descriptive and inferential analyses of learning outcomes. As the only edited volume that focuses on longitudinal data analysis specifically for a second language acquisition (SLA)/applied linguistics readership, this will be an invaluable resource for advanced students and researchers of SLA, applied linguistics, assessment, and education.
Author: Steven J. Ross
Publisher: Taylor & Francis
ISBN: 1000787494
Category : Language Arts & Disciplines
Languages : en
Pages : 225
Get Book Here
Book Description
Longitudinal Studies of Second Language Learning: Quantitative Methods and Outcomes provides a how-to guide to choosing, using, and understanding quantitative longitudinal research and sampling methods in second and foreign language learning. This volume will provide readers with exemplary longitudinal studies of language learning outcomes, as well as an overview of widely used methods of data analysis. Readers will understand how long-term data collection processes are organized and archived, and how the data are managed over time prior to analysis. Each of the chapters provide applied researchers with examples of how language learning outcomes gathered over time can be organized into data sets useful for insightful descriptive and inferential analyses of learning outcomes. As the only edited volume that focuses on longitudinal data analysis specifically for a second language acquisition (SLA)/applied linguistics readership, this will be an invaluable resource for advanced students and researchers of SLA, applied linguistics, assessment, and education.
Author:
Publisher:
ISBN:
Category : Bilingualism
Languages : en
Pages : 39
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Book Description
Author: Rudolph C. Troike
Publisher:
ISBN:
Category : Education, Bilingual
Languages : en
Pages : 46
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Book Description
Author:
Publisher:
ISBN:
Category : Education, Bilingual
Languages : en
Pages : 492
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Book Description
Author: Donna Lardiere
Publisher: Routledge
ISBN: 1351538233
Category : Education
Languages : en
Pages : 246
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Book Description
The first book-length treatment of its type, Ultimate Attainment in Second Language Acquisition is a case study with a solid theoretical grounding that examines the language of an immigrant learner of English, and thereby presents a much needed understanding of the linguistic competence of second language speakers. Based on longitudinal data collected over a period of 16 years, this clear and accessible presentation is well-grounded in linguistic theory and in second language acquisition research issues. Author Donna Lardiere presents the narrative of Patty, an adult Chinese immigrant learner of English, who achieves native-like proficiency in some areas of her English idiolect, although reaches a plateau in her language acquisition, known as the concept of fossilization. By addressing this concept, a central idea in second language acquisition research, Lardiere fills a void in existing literature. Individual chapters focus on Patty’s end state knowledge of grammatical areas of finiteness, past-tense marking, word order, wh-movement and relativization, passivization, number marking, and use of determiners. Important topics discussed throughout the book include: *learner variability in production; *case study methodology; *the roles of motivation and prior language (L1) knowledge; and *sensitivity to input in circumscribing ultimate attainment in adult second language acquisition. Ultimate Attainment in Second Language Acquisition is intended for anyone whose research is in the areas of second language acquisition, language acquisition, theoretical, applied, or developmental linguistics. It is also appropriate for graduate level students of TESOL and teachers who work with more advanced learners of foreign languages.
Author: Hedith Sauceda-Upshaw
Publisher:
ISBN:
Category : Education, Bilingual
Languages : en
Pages :
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Book Description
The No Child Left Behind Act (NCLB) holds every state, district, and school accountable for students’ academic progress. It has also revealed the extent to which schools have failed non-English-speaking students by requiring states and districts for the first time to disaggregate their reading and math scores on annual assessments. The large achievement gap has moved educators, scholars, and policymakers to try urgently to reverse decades of neglect, and the scale of the challenge is growing exponentially (Russakoff, 2011). According to Russakoff (2011), “How to teach academic English is a growing focus of research, but there is insufficient evidence to determine which approach best raises student achievement” (p. 3). The purpose of this study was to determine whether a statistically significant difference existed longitudinally between the reading achievements of students who participated in a bilingual program versus an English as a Second Language (ESL) program as measured by the State of Texas Assessments of Academic Readiness (STAAR). This study examined the academic achievement of 86 non-mobile, economically disadvantaged Hispanic students who were currently or previously identified as limited English proficient and were enrolled in either the content-based English as a Second language program or the English Language Acquisition Model of bilingual education. A paired samples t-test was conducted for each year of data to compare the two groups’ raw scores on the STAAR in the area of reading. Additionally, Pearson chi-square procedures were conducted to determine whether a statistically significant difference was present in the percentage of students who met the Satisfactory, Commended, or Advanced Performance standard by the type of ELL program in which they were enrolled. The findings revealed the academic outcomes of the students enrolled in the content-based English as a Second Language program and the English Language Acquisition Model of bilingual education and served as information for the district as to which program model was more beneficial for the instruction of English language learners. A statistically significant difference was present in the STAAR Reading scores between students enrolled in the Bilingual program and students enrolled in an ESL program for the three years in which the measure was applied. Students in the ESL program outperformed students in the Bilingual program. In addition, though not statistically significantly different, more students in the ESL program met the Satisfactory, Commended, and Advanced Performance standard than did students in the Bilingual Education Program for the three years evaluated. A second purpose was to survey campus principals, district teachers, and parents of LEP students to examine the beliefs of the quality of the bilingual education program versus the ESL program as well as to examine the teacher beliefs of the quality of staff development being offered to educators in the field. The data collected for campus administrators indicated a value of native language instruction support, however, a more favorable support for English language. Teacher survey responses indicated a favorable response for the bilingual program’s use to assist in the transitioning of the native language knowledge to the secondary language of English and a support for the ESL program’s ability to provide necessary support in the process of learning the English language. Furthermore, the study found that the majority of teachers did find the staff developing favorably and believed there was benefit to the staff development offerings in the district; however, not all teachers felt that it assisted them in the classroom with their ELL students. The data collected in this study for parents of the student participants, indicated that the program was beneficial, Spanish spoken in the home was supported, and native language was not lost.
Author: Lourdes Ortega
Publisher: Routledge
ISBN: 1135227446
Category : Education
Languages : en
Pages : 467
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Book Description
Researchers and educators routinely call for longitudinal research on language learning and teaching. The present volume explores the connection between longitudinal study and advanced language capacities, two under-researched areas, and proposes an agenda for future research. Five chapters probe theoretical and methodological reflections about the longitudinal study of advanced L2 capacities, followed by eight chapters that report on empirical longitudinal investigations spanning descriptive, quasi-experimental, qualitative, and quantitative longitudinal methodologies. In addition, the co-editors offer a detailed introduction to the volume and a coda chapter in which they explore what it would take to design systematic research programs for the longitudinal investigation of advanced L2 capacities. The scholars in this volume collectively make the argument that second language acquisition research will be the richer, theoretically and empirically, if a trajectory toward advancedness is part of its conceptualization right from the beginning and, in reverse, that advancedness is a particularly interesting acquisitional level at which to probe contemporary theories associated with the longitudinal study of language development. Acknowledging that advancedness is increasingly important in our multicultural societies and globalized world, the central question explored in the present collection is: How does learning over time evolve toward advanced capacities in a second language?
Author: National Research Council and Institute of Medicine
Publisher: National Academies Press
ISBN: 0309064147
Category : Education
Languages : en
Pages : 129
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Book Description
In the past 30 years, a large and growing number of students in U.S. schools have come from homes in which the language background is other than English. These students present unique challenges for America's education system. Based on Improving Schooling for Language-Minority Children, a comprehensive study published in 1997, this book summarizes for teachers and education policymakers what has been learned over the past three decades about educating such students. It discusses a broad range of educational issues: how students learn a second language; how reading and writing skills develop in the first and second languages; how information on specific subjects (for example, biology) is stored and learned and the implications for second-language learners; how social and motivational factors affect learning for English-language learners; how the English proficiency and subject matter knowledge of English-language learners are assessed; and what is known about the attributes of effective schools and classrooms that serve English-language learners.
Author: Barbara J. Merino
Publisher:
ISBN:
Category : Education, Bilingual
Languages : en
Pages : 8
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Book Description
Author: Kathryn J. Lindholm-Leary
Publisher: Multilingual Matters
ISBN: 9781853595318
Category : Language Arts & Disciplines
Languages : en
Pages : 384
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Book Description
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.
