Language Accommodations for English Language Learners in Large-Scale Assessments: Bilingual Dictionaries and Linguistic Modification

2005 ◽  
Author(s):  
Jamal Abedi ◽  
Mary Courtney ◽  
James Mirocha ◽  
Seth Leon ◽  
Jennifer Goldberg
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Large Scale ◽  
English Language ◽  
Bilingual Dictionaries ◽  
Large Scale Assessments ◽  
Linguistic Modification

Standards-based classroom assessments of English proficiency: A review of issues, current developments, and future directions for research

2011 ◽  
Vol 28 (3) ◽  
pp. 367-382 ◽  
Author(s):  
Lorena Llosa
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Large Scale ◽  
English Language ◽  
Classroom Assessment ◽  
English Proficiency ◽  
The United States ◽  
High Stakes ◽  
Classroom Assessments ◽  
Key Issues

With the United States’ adoption of a standards-based approach to education, most attention has focused on the large-scale, high-stakes assessments intended to measure students’ mastery of standards for accountability purposes. Less attention has been paid to the role of standards-based assessments in the classroom. The purpose of this paper is to discuss key issues and challenges related to the use of standards-based classroom assessments to assess English language learners’ English proficiency. First, the paper describes a study of a standards-based classroom assessment of English proficiency in a large urban school district in California. Second, using this study as an example and drawing from the literature in language testing on classroom assessment, this paper highlights the major issues and challenges involved in using English proficiency standards as the basis for classroom assessment. Finally, the article outlines a research agenda for the field given current developments in the areas of English proficiency standards and classroom assessment.

Impact of a Large-Scale Science Intervention Focused on English Language Learners

2016 ◽  
Vol 53 (2) ◽  
pp. 395-424 ◽  
Author(s):  
Lorena Llosa ◽  
Okhee Lee ◽  
Feng Jiang ◽  
Alison Haas ◽  
Corey O’Connor ◽  
...  
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Large Scale ◽  
English Language ◽  
Science Intervention

scholarly journals Tracking the Success of English Language Learners within the Context of the Ontario Secondary School Literacy Test

2011 ◽  
Vol 40 (1) ◽  
Author(s):  
Han Han ◽  
Liying Cheng
Keyword(s):  
High School ◽  
English Language Learners ◽  
Secondary School ◽  
Language Learners ◽  
Large Scale ◽  
English Language ◽  
Educational Achievement ◽  
Subject Area ◽  
Cultural Learning ◽  
Literacy Test

The study tracked 8 high school English Language Learners (ELLs) from 2 Ontario secondary schools located in small Ontario cities for 3 years and closely documented their linguistic, cognitive, and socio-cultural learning experiences. Each student was visited 2-4 times per year and face-to-face interviews were used on each visit. It was found that these students‘ difficulties in academic English were the major challenge to their success in their high school subject-area courses and in the Ontario Secondary School Literacy Test (OSSLT). These challenges, in turn, affected their educational goals. The findings of this study provide a rich understanding of these students‘ educational achievement as they concurrently learned English and their subject-area courses within the context of the OSSLT—a large-scale high-stakes literacy test. Cette étude recense trois années d‘expériences d‘apprentissage linguistiques, cognitives et socio culturelles de huit allophones d‘anglais langue seconde (ALS) issus de deux écoles secondaires situées dans des petites villes de l‘Ontario. Chaque étudiant a été interviewé en face à face deux à quatre fois par an. Les résultats montrent que la difficulté majeure de ces étudiants est l‘apprentissage de l‘anglais académique et que cet apprentissage détermine leur succès dans tous les autres cours au niveau du lycée et au Test Provincial des Compétences Linguistiques (TPCL) de l‘Ontario. Ce défi affecte également leurs objectifs éducatifs. Les résultats de cette étude montrent non seulement les performances éducatives de ces étudiants en ALS mais aussi dans leurs autres cours dans le cadre du TPCL, un test à enjeux élevés.

The Validity of Administering Large-Scale Content Assessments to English Language Learners: An Investigation From Three Perspectives

2005 ◽  
Author(s):  
Jamal Abedi ◽  
Alison Bailey ◽  
Frances Butler ◽  
Martha Castellon-Wellington ◽  
Seth Leon ◽  
...  
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Large Scale ◽  
English Language
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