Technical Adequacy of a Spelling Curriculum-Based Measure for English Language Learners in the First Through Third Grades

2020 ◽  
pp. 073194872093042
Author(s):  
R. Alex Smith ◽  
Erica S. Lembke
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Reliability And Validity ◽  
English Language Proficiency ◽  
Future Research ◽  
Initial Examination ◽  
Technical Adequacy ◽  
English Only

This study represents an initial examination of the potential of word dictation (WD), a form of curriculum-based measure, to identify risk in writing for young English language learners (ELs). The sample included 73 ELs with beginning to advanced English language proficiency in the first to third grades attending schools in one Midwestern school district. This district used an English-only model of instruction and students completed two forms of WD in the fall, winter, and spring. The criterion measure, a common English language proficiency assessment, was administered in the winter. Results indicated that WD maintained similar reliability and validity coefficients between the ELs in this study and previous studies with the general population. Implications for practice and future research are discussed.

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 The Struggling English Language Learners: Case Studies of English Language Learning Difficulties in EFL Context

2021 ◽  
Vol 14 (11) ◽  
pp. 108
Author(s):  
Sultan H. Alharbi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Learning Difficulties ◽  
English Language Proficiency ◽  
Point Of View ◽  
Language Learner ◽  
Language Courses

The term ‘struggling language learner’ is one that is usually ascribed to students who are trying, without much success to master the English language in an academic setting. As a case study, this study was carried out to gain insights into the ‘struggles’ of the struggling English as a foreign language (EFL) learners. Ten students were selected from those with the 20th least percentile in their English language courses. Observation of and discussion with these categories of learners revealed that many language learners had a point at which they began to take learning English language more seriously. In such positive or negative situations, their language learning journey improved therefrom. The findings showed that 80% of the participants believed that their English language proficiency was ‘very good’, while 20% of these participants believed that their English language proficiency was ‘average’. Also, the findings indicated that there was a statistically significant association (i.e., p < .05) between English language proficiency of the learners and the following observable attributes: willingness to learn for educational purposes; willingness to learn for career development; and students’ continuation without losing focus. The study proposes a fresh evaluation of the problems faced by EFL struggling learners by bringing to light a multifaceted, meaningful consideration of their learning attitudes from socio-psychological point of view, offering a comprehensive account of these learners and their learning difficulties as well as their attitudes and outlook while taking lessons as freshmen at the university.  

scholarly journals The role of language in students’ justifications of scientific phenomena

2021 ◽  
Author(s):  
Jacky Deng ◽  
Malek Rahmani ◽  
Alison Flynn
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Science Students ◽  
Undergraduate Science ◽  
Scientific Phenomena ◽  
Scientific Arguments

Constructing scientific arguments is an essential skill for members of society, especially in a world facing complex socioscientific issues. Educators can help students develop scientific argumentation skills; however, argumentation is a complex linguistic practice and little is known about how English language learners construct arguments in English. We investigated how undergraduate science students’ English language proficiency and history were associated with their level of reasoning in scientific arguments (N = 166). We found that participants’ English language experiences, including their proficiency and history, were associated with the level of reasoning demonstrated. These findings suggest a need to identify the associated barriers faced by students from diverse language backgrounds and design equitable educational supports and assessments.

How Do Effective Upper Elementary Teachers of English Language Learners Show Support?

2019 ◽  
Vol 121 (7) ◽  
pp. 1-42
Author(s):  
Holland W. Banse ◽  
Natalia A. Palacios ◽  
Anna Martin
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Research Question ◽  
Upper Elementary ◽  
Comparative Case Study ◽  
Future Research ◽  
Data Set ◽  
Latino Ells

Background/Context Latino English language learners (ELLs) comprise a rapidly growing portion of the student population, and much empirical attention has been devoted to supporting their English language and literacy proficiency. Less is known about how to support Latino ELLs’ social-emotional needs. Latino ELLs face the dual challenge of learning English and academic content simultaneously; they also may face stigma, anti-immigration sentiment, and deficit perspectives from teachers and peers. Consequently, they may be in especial need of support from their teachers. Research Question This study addresses the question, How do effective teachers show support within upper elementary classrooms with varying levels of English language proficiency? Research Design We employed a multiple and comparative case study approach to answer this question, using videotaped English language arts lessons from the Measures of Effective Teaching data set. We compared how teachers demonstrate supportiveness in three types of fourth- and fifth-grade classrooms: (1) high-ELL and high-gains; (2) no-ELL and high-gains; and (3) high-ELL and low-gains. Conclusion/Recommendations We observed that only high-ELL, high-gains teachers showed supportiveness in the following distinct ways: through contingent and effusive praise, by describing the relevance of content, and by advancing relationships with students. We discussed why these demonstrations of supportiveness may be important, particularly for Latino ELLs. We conclude with ideas for future research and practical implications for teachers and teacher preparation programs.

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