scholarly journals The Impact of the Spanish-to-English Proficiency Shift on the Grammaticality of English Learners

2019 ◽  
Vol 62 (6) ◽  
pp. 1739-1754 ◽  
Author(s):  
Anny Castilla-Earls ◽  
David Francis ◽  
Aquiles Iglesias ◽  
Kevin Davidson
Keyword(s):  
Language Proficiency ◽  
English Learners ◽  
Small Difference ◽  
Growth Curve Analysis ◽  
Bilingual Programs ◽  
Bilingual Instruction ◽  
English Only ◽  
Language Growth ◽  
Rate Of Decline ◽  
The Impact

Purpose The general aim of this study is to enhance our understanding of the patterns of language growth in Spanish and English during the school years. In this study, we used a longitudinal retrospective approach to explore the growth of the percentage of grammatical utterances (PGU) in both Spanish and English in 2 groups of English learners (ELs): ELs attending English-only instruction and ELs attending Spanish–English bilingual instruction. Method The participants included 1,080 ELs. ELs produced at least 3 story retells in both Spanish and English between kindergarten and 2nd grade. All stories were transcribed and coded for errors, and PGU was calculated for each story. Results At the onset of the study, children showed higher PGU in Spanish and lower PGU in English. Growth curve analysis indicated that PGU in English improved over time, whereas PGU in Spanish declined in both instructional groups. However, those children who were in bilingual programs showed a slower rate of decline in Spanish PGU and a slower rate of improvement in English PGU. By the age of 9 years, children in English-only programs had approximately a Spanish PGU of 65% in Spanish, whereas children in bilingual instruction had an average Spanish PGU of 80%. The improvement in English PGU was steady with a small difference in the rate of growth benefiting children in English-only programs. Conclusion The results of this study document a shift in language proficiency from Spanish to English during the school years. This study offers evidence of a temporary period of relatively low grammaticality in both languages that seems to be the result of a shift in proficiency from Spanish to English.

Aspects of Technical Adequacy of an Early-Writing Measure for English Language Learners in Grades 1 to 3

2020 ◽  
pp. 153450842094715
Author(s):  
R. Alex Smith ◽  
Erica S. Lembke
Keyword(s):  
English Language Learners ◽  
Language Proficiency ◽  
English Learners ◽  
English Language ◽  
First Grade ◽  
English Language Proficiency ◽  
Technical Adequacy ◽  
Writing Curriculum ◽  
Native Languages ◽  
English Only

This study examined the technical adequacy of Picture Word, a type of Writing Curriculum-Based Measurement, with 73 English learners (ELs) with beginning to intermediate English language proficiency in Grades 1, 2, and 3. The ELs in this study attended schools in one Midwestern school district employing an English-only model of instruction and spoke a variety of native languages. ELs completed two forms of Picture Word in the fall, winter, and spring. The criterion measure, a common English language proficiency assessment, was administered in the winter. Results indicated that Picture Word was not appropriate for the first-grade EL participants but showed promise for second- and third-grade ELs.

scholarly journals Investigation the effects of comparison between bilingual instruction and the use of L2

2018 ◽  
Vol 53 ◽  
pp. 05002
Author(s):  
Fatemeh Mirzaei ◽  
Muhammad Ridhuan Tony Lim Bin Abdullah ◽  
Zulqarnain B Abu Bakar ◽  
Waseem Sattar
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Positive Feedback ◽  
Mixed Mode ◽  
English Language ◽  
English Language Proficiency ◽  
Learning Improvement ◽  
Bilingual Instruction ◽  
Positive Attitudes ◽  
The Impact

This paper is a comparison of the impact of using bilingual instruction and the use of L2 on learners’ learning improvement. The mixed mode is used to determine the use of mother language (L1) as a resource helped the students in learning. The respondents were selected from faculty of Management in UTM, Malaysia. They used rarely English language outside of the school and had average level of English language proficiency. In this paper, it also distinguished resource, difficulties and challenges which the students faced in using bilingual instruction. The questionnaire was used to determine students’ perceptions and data was analyzed by SPSS. In addition, the data was collected from interview which is transcribed and described. The results indicated that L1 in UTM can be used as a resource to teach specific subjects to students. According to the results, respondents had positive attitudes about using bilingual instruction in the class and it was effective on students’ leaning improvement. Based on findings, it is hoped that positive feedback in this research provide a reason why L1 should be used in teaching and look it as a resource for language learning in the future.

A new era for bilingual education in California

2020 ◽  
Vol 101 (5) ◽  
pp. 30-35
Author(s):  
Amaya Garcia
Keyword(s):  
Bilingual Education ◽  
English Learners ◽  
Dual Language ◽  
Language Immersion ◽  
The State ◽  
Dual Language Immersion ◽  
New Era ◽  
Bilingual Instruction ◽  
English Only

In 2016, California voters overturned a 1998 law that curtailed bilingual instruction throughout the state. After nearly 20 years of “English only” programs, what will it take to restore the schools’ capacity to provide a broader range of services to English Learners, including dual language immersion and other forms of bilingual instruction?

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

scholarly journals Efficacy and safety of nintedanib in patients with idiopathic pulmonary fibrosis who are elderly or have comorbidities

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Ian Glaspole ◽  
Francesco Bonella ◽  
Elena Bargagli ◽  
Marilyn K. Glassberg ◽  
Fabian Caro ◽  
...  
Keyword(s):  
Idiopathic Pulmonary Fibrosis ◽  
Pulmonary Fibrosis ◽  
Adverse Events ◽  
Treatment Discontinuation ◽  
Efficacy And Safety ◽  
Data Set ◽  
Proactive Management ◽  
Comorbidity Burden ◽  
Rate Of Decline ◽  
The Impact

Abstract Background Idiopathic pulmonary fibrosis (IPF) predominantly affects individuals aged > 60 years who have several comorbidities. Nintedanib is an approved treatment for IPF, which reduces the rate of decline in forced vital capacity (FVC). We assessed the efficacy and safety of nintedanib in patients with IPF who were elderly and who had multiple comorbidities. Methods Data were pooled from five clinical trials in which patients were randomised to receive nintedanib 150 mg twice daily or placebo. We assessed outcomes in subgroups by age < 75 versus ≥ 75 years, by < 5 and ≥ 5 comorbidities, and by Charlson Comorbidity Index (CCI) ≤ 3 and > 3 at baseline. Results The data set comprised 1690 patients. Nintedanib reduced the rate of decline in FVC (mL/year) over 52 weeks versus placebo in patients aged ≥ 75 years (difference: 105.3 [95% CI 39.3, 171.2]) (n = 326) and < 75 years (difference 125.2 [90.1, 160.4]) (n = 1364) (p = 0.60 for treatment-by-time-by-subgroup interaction), in patients with < 5 comorbidities (difference: 107.9 [95% CI 65.0, 150.9]) (n = 843) and ≥ 5 comorbidities (difference 139.3 [93.8, 184.8]) (n = 847) (p = 0.41 for treatment-by-time-by-subgroup interaction) and in patients with CCI score ≤ 3 (difference: 106.4 [95% CI 70.4, 142.4]) (n = 1330) and CCI score > 3 (difference: 129.5 [57.6, 201.4]) (n = 360) (p = 0.57 for treatment-by-time-by-subgroup interaction). The adverse event profile of nintedanib was generally similar across subgroups. The proportion of patients with adverse events leading to treatment discontinuation was greater in patients aged ≥ 75 years than < 75 years in both the nintedanib (26.4% versus 16.0%) and placebo (12.2% versus 10.8%) groups. Similarly the proportion of patients with adverse events leading to treatment discontinuation was greater in patients with ≥ 5 than < 5 comorbidities (nintedanib: 20.5% versus 15.7%; placebo: 12.1% versus 10.0%). Conclusions Our findings suggest that the effect of nintedanib on reducing the rate of FVC decline is consistent across subgroups based on age and comorbidity burden. Proactive management of adverse events is important to reduce the impact of adverse events and help patients remain on therapy. Trial registration: ClinicalTrials.gov NCT00514683, NCT01335464, NCT01335477, NCT02788474, NCT01979952.

The morphing assessment terrain for English learners in US schools

2017 ◽  
Vol 16 (1) ◽  
pp. 110-126
Author(s):  
Mary Hutchinson ◽  
Xenia Hadjioannou
Keyword(s):  
No Child Left Behind ◽  
Language Proficiency ◽  
English Learners ◽  
English Language ◽  
Proficiency Tests ◽  
Content Type ◽  
State Tests ◽  
The Usa ◽  
Key Policy ◽  
Every Student Succeeds Act

Purpose The purpose of this paper is to provide an overview of the public policy reshaping the assessment terrain for English learners (ELs) across the USA and to consider the implications and impact of these practices on sustaining and supporting a diverse student population in today’s schools. Design/methodology/approach The authors review the literature and publicly available policy documents to trace key policy trends over the past 15 years that have shaped the current educational landscape and assessment practices for ELs in the USA. Findings In the USA, the 2015 Common Core State Standards (CCSSs) assessments generated worrisome results for ELs, as significant numbers had failing scores in English language arts and math. These results are juxtaposed to public policies that impact the educational experience of ELs, including No Child Left Behind and the CCSS, and which, despite their stated intentions to ameliorate the achievement gap, are found to be assimilationist in nature. Indeed, a review of the initiatives of developing common EL standards and English language proficiency tests and the recommendations for EL accommodations in state tests suggests several areas of concern. The recently passed Every Student Succeeds Act focuses on this vulnerable population, but there are concerns that the continued focus on accountability and testing will do little to facilitate academic progress for these students. Practical implications The paper recommends a need to reevaluate the support and testing process for ELs to stem widespread failure and ascertain the sustenance of democratic and diversified schools. Originality/value The study provides an overview of key policy trends, outlines and critiques recent changes in the assessment of ELs and draws implications for practice.

Understanding the Impact of Heritage Language on Ethnic Identity Formation and Literacy for u.s. Latino Children

2016 ◽  
Vol 16 (3-4) ◽  
pp. 245-266 ◽  
Author(s):  
Maria M. Arredondo ◽  
Melanie Rosado ◽  
Teresa Satterfield
Keyword(s):  
Ethnic Identity ◽  
Academic Success ◽  
Identity Formation ◽  
Language Proficiency ◽  
Emotional Health ◽  
Early Years ◽  
Latino Children ◽  
Structured Interviews ◽  
Ethnic Identity Formation ◽  
The Impact

Studies show positive associations between ethnic identity, socio-emotional health and academic success. However, most work is carried out with adolescents and few have examined how young children develop an ethnic identity, particularly u.s. Latino children. The present study represents a first-pass investigation of children’s ethnic identity mechanisms and their relation to academic success. We carried out semi-structured interviews in Spanish with 25 Latino children (ages 5–12). Open-ended questions addressed items on the Multigroup Ethnic Identity Measure and Ethnic Identity Scale, incorporating a mixed qualitative (i.e., themes) and quantitative (i.e., scoring) analysis. Results revealed that children provide great detail when discussing their ethnic background. Additionally, Latino children’s bilingualism and Spanish-language proficiency were significant markers of ethnic identity formation, which in turn were positively associated with affect and Spanish literacy. These findings shed light on the complexities of ethnic identity construction during children’s early years, and establish a path for further investigation of Latino children’s socio-emotional health and academic achievement.

‘I'm Telling You … The Language Barrier is the Most, the Biggest Challenge’: Barriers to Education among Karen Refugee Women in Australia

2012 ◽  
Vol 56 (2) ◽  
pp. 126-141 ◽  
Author(s):  
Paula G. Watkins ◽  
Husna Razee ◽  
Juliet Richters
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Language Education ◽  
Well Being ◽  
English Language Education ◽  
Barriers To Education ◽  
Refugee Women ◽  
Education Participation ◽  
And Gender ◽  
The Impact

This article examines factors influencing English language education, participation and achievement among Karen refugee women in Australia. Data were drawn from ethnographic observations and interviews with 67 participants between 2009 and 2011, collected as part of a larger qualitative study exploring the well-being of Karen refugee women in Sydney. Participants unanimously described difficulty with English language proficiency and communication as the ‘number one’ problem affecting their well-being. Gendered, cultural and socio-political factors act as barriers to education. We argue that greater sensitivity to refugees' backgrounds, culture and gender is necessary in education. Research is needed into the combined relationships between culture and gender across pre-displacement, displacement and resettlement and the impact of these factors on post-immigration educational opportunities. Training is needed to sensitise educators to the complex issues of refugee resettlement. The paper concludes with recommendations for service provision and policy.

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