The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

scholarly journals English language assessment in Bangladesh today: principles, practices, and problems

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Md Shaiful Islam ◽  
Md Kamrul Hasan ◽  
Shahin Sultana ◽  
Abdul Karim ◽  
Mohammad Mosiur Rahman
Keyword(s):  
Language Learning ◽  
English Language ◽  
High Stakes Testing ◽  
Language Assessment ◽  
Assessment Methods ◽  
Teacher Education Programs ◽  
English Language Learning ◽  
Assessment Practices ◽  
High Stakes ◽  
Goals And Objectives

AbstractThe achievement of curriculum goals and objectives, to a large extent, depends on how assessment methods are designed, implemented, monitored, and evaluated. English language learning in Bangladesh has miserably failed, and ineffective assessment methods may be largely attributed to this failure. This paper attempts to address various aspects and issues of English language assessment in Bangladesh in relation to English language learning as a curricular reform and the education policy of the country. The analysis revealed that there was always a gap between the principles of assessment embedded into the curriculum and the actual assessment practices. Furthermore, heavily hard hit by the high-stakes testing, the curriculum, the learners, and the instructors need to be liberated from this vicious policy. The review concluded with a recommendation that teachers need to develop assessment literacy through teacher education programs that are essential to helping teachers to acquire knowledge, skills, professionalism, and assessment expertise.

Educational Meaning Making and Language Learning: Understanding the Educational Incorporation of Unaccompanied, Undocumented Latinx Youth Workers in the United States

2021 ◽  
pp. 003804072199600
Author(s):  
Stephanie L. Canizales
Keyword(s):  
Los Angeles ◽  
Educational Attainment ◽  
Language Learning ◽  
English Language ◽  
Meaning Making ◽  
Immigrant Youth ◽  
The United States ◽  
English Language Learning ◽  
Youth Workers ◽  
K 12

Immigration scholars agree that educational attainment is essential for the success of immigrant youth in U.S. society and functions as a key indicator of how youth will fare in their transition into adulthood. Research warns of downward or stagnant mobility for people with lower levels of educational attainment. Yet much existing research takes for granted that immigrant youth have access to a normative parent-led household, K–12 schools, and community resources. Drawing on four years of ethnographic observations and interviews with undocumented Latinx young adults (ages 18 to 31) who arrived in Los Angeles, California, as unaccompanied youth, I examine the educational meaning making and language learning of Latinx individuals coming of age as workers without parents and legal status. Findings show that Latinx immigrant youth growing up outside of Western-normative parent-led households and K–12 schools and who remain tied to left-behind families across transnational geographies tend to equate education with English language learning. Education—as English language learning—is essential to sobrevivencia, or survival, during their transition to young adulthood as workers and transnational community participants.

scholarly journals UNRAVELING PARENTS' PERCEPTIONS OF ENGLISH LANGUAGE LEARNING

2020 ◽  
Vol 8 (2) ◽  
pp. 193-204
Author(s):  
Claudio Diaz ◽  
Nicolas Acuña ◽  
Barbara Ravanal ◽  
Ignacio Riffo
Keyword(s):  
Preservice Teachers ◽  
Qualitative Study ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Assessment ◽  
Structured Interview ◽  
English Language Learning ◽  
Positive Perception ◽  
Teachers And Students

Purpose of the study: This research aims to analyze parents’ perceptions towards the learning of English and the ways they help their children deal with English and language assessment. Methodology: This qualitative study addresses 74 Chilean parents’ perceptions of English teaching and learning. A semi-structured interview was conducted to capture the participants’ perceptions. The data were categorized using content and frequency analysis and the principles of metaphoric analysis. Main findings: The findings suggest that parents hold a positive perception of the English language and believe it is useful for their children’s lives even though they might find the learning of the language difficult. Social implications/Originality: Participants can produce metaphors that regard English as an ability and metaphors that focus on the process of learning the language. The findings of this research are useful for university stakeholders, teachers, preservice teachers, and students. Novelty/Originality of this study: In this study parents, stakeholders who have usually left aside from the language teaching and learning process, are interviewed to unfold their perceptions of what they see and believe when their children learn English.

scholarly journals Developmental Language Disorder: Applications for Advocacy, Research, and Clinical Service

2020 ◽  
Vol 5 (1) ◽  
pp. 38-46 ◽  
Author(s):  
Karla K. McGregor ◽  
Lisa Goffman ◽  
Amanda Owen Van Horne ◽  
Tiffany P. Hogan ◽  
Lizbeth H. Finestack
Keyword(s):  
Public Schools ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Scientific Progress ◽  
The United States ◽  
Developmental Language Disorder ◽  
Specific Language ◽  
Language Deficit ◽  
English Speaking

Purpose The CATALISE group (Bishop, Snowling, Thompson, Greenhalgh, & CATALISE Consortium, 2016; Bishop, Snowling, Thompson, Greenhalgh, & CATALISE-2 Consortium, 2017) recommended that the term developmental language disorder (DLD) be used to refer to neurodevelopmental language deficit. In this tutorial, we explain the appropriate application of the term and present advantages in adhering to the CATALISE recommendations. Conclusion Both specific language impairment and DLD refer to a neurodevelopmental condition that impairs spoken language, is long-standing and, is not associated with any known causal condition. The applications of the terms specific language impairment and DLD differ in breadth and the extent to which identification depends upon functional impact. Use of the term DLD would link advocacy efforts in the United States to those in other English-speaking countries. The criteria for identifying DLD presented in the CATALISE consensus offer opportunities for scientific progress while aligning well with practice in U.S. public schools.

scholarly journals Early Childhood Bilingualism: The Myths, Truths, and Implications in English Language Learning in Pontianak

2020 ◽  
Vol 2 (1) ◽  
pp. 28
Author(s):  
Teddy Fiktorius
Keyword(s):  
Early Childhood ◽  
Language Learning ◽  
Language Impairment ◽  
English Language ◽  
Minority Language ◽  
English Language Learning ◽  
West Kalimantan ◽  
Time Investment ◽  
Library Research ◽  
Descriptive Method

The paper explicates the immediate concern of gaining a deeper insight of language acquisition in the early childhood bilingualism in the setting of Pontianak city, a multi-ethnic city located in West Kalimantan, Indonesia. It is written through descriptive method or library research to provide the readers, especially the parents and teachers with better insights into a basis for decision making about raising and educating children bilingually. The first part elaborates on four myths, namely the myth of the monolingual brain, the myth of time investment, the myth of bilingualism and language impairment; and the myth of minority language children. It is followed by the argumentative support by the experts in the fields based on the literature review. Next, discussions are presented as a whole, pointing out some of significant implications for parents and teachers. Finally, an overall conclusion of the paper coverage is provided.

scholarly journals English Language Learning-Based Open Space (ELLBOS) for young learners in the tourism area

2020 ◽  
Vol 3 (4) ◽  
pp. 145-149
Author(s):  
Nehru Pasoloran Pongsapan ◽  
Andi Anto Patak
Keyword(s):  
Language Learning ◽  
English Language ◽  
Open Space ◽  
English Language Teaching ◽  
English Language Learning ◽  
Young Learners ◽  
Speaking Skill ◽  
English Speaking ◽  
District Government ◽  
Learning English

This research aims to actualize the Tana Toraja district government program as an "English Speaking Area". This research also is subject to improve English communication skills for the young learners in Tana Toraja and produce English Language Learning-Based Open Space (ELLBOS) as a prototype of an English language teaching approach for young learners in the tourism area. The research applied the ADDIE research design consists of three cycles: preparation, implementation, and evaluation. This research found five issues: (1) participant reported that they are enthusiasm in English lessons; (2) the participants need to learn English; (3) the English-speaking skill is essential for students; (4) students revealed that are unhappy in learning English in the classroom; (5) students experienced peaceful learning atmosphere if learning English outside the classroom. This research recommends the significance of applying the English Language Learning-Based Open Space (ELLBOS) for young learners in the tourism area. It is good if the teacher does English learning outside the classroom with open space to feel free to explore their potency in learning English.

scholarly journals Translation as Charitable Currency: Internationalization Through International Alumni Giving

2020 ◽  
Vol 11 (Winter) ◽  
pp. 199-202
Author(s):  
Zachary Taylor
Keyword(s):  
Higher Education ◽  
United States ◽  
Language Learning ◽  
English Language ◽  
The United States ◽  
Access To Higher Education ◽  
Higher Education System ◽  
English Speaking ◽  
International Alumni ◽  
Currency Internationalization

As higher education continues to internationalize, the United States higher education system remains a predominantly English-speaking entity. This research-in-progress will examine how United States institutions of higher education engage with English-language learning international alumni to explore how these alumni are asked to give back to their alma mater. I hypothesize that many institutions of higher educaiton may be perpetuing academic capitalism by viewing international alumni as sources of financial support and not as sources of rich linguistic capital that could be leveraged to further diversify the institution and facilitate equitable access to higher education.

scholarly journals English Language Learners’ Strategy Use and Self-Efficacy Beliefs in English Language Learning

2018 ◽  
Vol 8 (2) ◽  
pp. 724-741
Author(s):  
Hong Shi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
The United States ◽  
Strategy Use ◽  
English Language Learning ◽  
College Level ◽  
Social Strategy

This study examined self-efficacy and language strategy use of college-level English Language Learners (ELLs) at a southeastern university in the United States. It analyzed the relationship between self-efficacy and strategy use. An English Language Learning Survey was used to collect data from 198 college-level ELLs. Participants had positive self-efficacy toward their English learning and the most often used strategies were compensation, social and metacognitive strategies. Self-efficacy was positively correlated with cognitive, compensation, memory, metacognitive, and social strategy. The study suggested that teachers provide scaffolding for ELLs through strategy instruction. Teachers can teach self-regulated learning strategies and focus on ELLs’ improvement and mastery of content to enhance their self-efficacy, language proficiency and learning autonomy required for their academic courses learning.

Diagnosis of Developmental Language Disorder in Research Studies

2020 ◽  
Vol 63 (8) ◽  
pp. 2777-2788
Author(s):  
Hallie Nitido ◽  
Elena Plante
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
The United States ◽  
Diagnostic Methods ◽  
Identification Accuracy ◽  
Developmental Language Disorder ◽  
Cut Score ◽  
English Speaking ◽  
High Level

Purpose The aim of this study was to investigate the extent to which researchers in the field of developmental language disorder are utilizing validated methods to diagnose their research participants. Method We examined 90 research articles published from 2015 to 2019 that included English-speaking participants from the United States who were identified as having a developmental language disorder or specific language impairment. From these articles, we identified the tests and measures used to identify participants and classify them as healthy or impaired. We then consulted the test manuals and the literature to find information on sensitivity and specificity of the test and the evidence-based cut score that maximized identification accuracy. Results Of the 90 articles examined, 38 (42%) were found to reflect validated diagnostic methods, and 51 (58%) did not. Conclusion Our results illustrate that validated methods are used less than half of the time even by those who should have a high level of expertise and despite calls for increasing scientific rigor in research practices.

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