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Zhou Hanlu; Sumalee Chinokul – rEFLections, 2024
This study aimed to design mediated prompts as dynamic assessment (DA) intervention to enhance young students' English-speaking abilities in storytelling tasks and to explore the effects of the designed mediated prompts as DA intervention on English-speaking abilities of young students. The research was conducted in two phases. The first phase…
Descriptors: Intervention, Story Telling, English (Second Language), Second Language Learning
Grant D. Moss, Editor; Leah McKeeman, Editor – Central States Conference on the Teaching of Foreign Languages, 2025
The 2025 Central States Conference on the Teaching of Foreign Languages was held in Kansas City, Missouri on March 13-15. This year's theme, "Global Goals, Global Languages," highlighted the partnership of the United Nations' 17 Sustainable Development Goals (Global Goals) and language curricula. The Global Goals were created to address…
Descriptors: Second Language Learning, Second Language Instruction, Spanish, Teaching Methods
Yumsek, Meltem – Language Testing in Asia, 2023
Various stakeholders, such as policymakers and educators, require diagnostic feedback and actionable test results. One particular context in which fine-grained test results are of utmost importance is English language proficiency (ELP) assessments as they are used for critical decisions for students. Diagnostic classification models (DCMs) afford…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Language Tests
Reuben Vyn – Foreign Language Annals, 2024
In recent years, the use of external proficiency-based tests to measure learners' language ability has increased significantly, in part thanks to the Seal of Biliteracy movement. However, there exists very limited research investigating the influence of such tests and their subsequent outcomes data on teachers' practices. As such, this study…
Descriptors: Language Tests, Language Proficiency, Literacy, Bilingualism
Christensen, Laurene L.; Shyyan, Vitaliy V.; MacMillan, Fabiana – Language Testing, 2023
In order to make assessments as widely accessible as possible, including to young learners from diverse backgrounds with a wide range of individual needs and characteristics, some developers of standardized tests have resorted to offering accessibility tools (e.g., magnifying/zoom) and accommodations (e.g., extended response time) to test takers.…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Proficiency
Rivera, Mabel O.; McKeithan, Glennda K. – Learning Disabilities Research & Practice, 2022
Meeting the needs of English learners (ELs) effectively must be an individualized, purposeful, and data-driven process. Progress monitoring can help practitioners to target their EL students' most significant academic and linguistic needs and, subsequently, develop and deliver instructional programming that may help students develop to their…
Descriptors: English Language Learners, Course Content, Teaching Methods, Academic Language
Wolf, Mikyung Kim – Language Testing in Asia, 2022
In the US K-12 public school settings, each state's annual English language proficiency (ELP) assessment, as part of an educational accountability system, has tremendous impact on English learner (EL) students' academic paths and success. It is thus critical to establish a robust validation framework and empirical evidence to ensure that states'…
Descriptors: Correlation, Kindergarten, English (Second Language), Second Language Learning
Ritz, Catherine; Sherf, Nicole – Foreign Language Annals, 2023
This large-scale study used a survey to collect data on K-12 world language classrooms in Massachusetts public schools, focusing on core instructional practices, curriculum, and assessment. The study resulted in 383 individual teacher completed responses, representing 188 districts, which was analyzed using descriptive statistics. Results indicate…
Descriptors: Teaching Methods, Second Language Learning, Second Language Instruction, Kindergarten
MacLeod, Andrea A. N.; Pesco, Diane – International Journal of Bilingual Education and Bilingualism, 2023
Given their significance in daily life and frequent inclusion in clinical and educational assessments, children's narrative abilities merit investigation. The present study examines the narratives of children acquiring an additional language, adding to the more abundant studies of monolingual children. Sixty kindergartners (mean age 68 months)…
Descriptors: Child Development, French, Kindergarten, Narration
Bournot-Trites, Monique; Friesen, Lucas; Ruest, Carl; Zumbo, Bruno D. – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2020
To ensure quality of education, a language framework should be the foundation on which second language curricula are developed. In 2010, the Council of Ministers of Education, Canada (CMEC), as suggested by Vandergrift (2006a, 2006b), recommended the use of the Common European Framework of Reference (CEFR) in the K-12 Canadian school context and…
Descriptors: Guidelines, Second Language Learning, Second Language Instruction, Rating Scales
Megan Hopkins; Pete Goldschmidt; Julie Sugarman; Delia Pompa; Lorena Mancilla – Migration Policy Institute, 2024
Federal law requires states to develop systems to hold K-12 schools accountable for the outcomes of all students. This includes using data to illuminate how historically marginalized groups of students, including English Learners (ELs), are disadvantaged by systems that fail to meet their distinct needs. But for this to be useful for school…
Descriptors: Accountability, English Language Learners, Outcomes of Education, Second Language Learning
Moltchanov, Barbara – NECTFL Review, 2021
This article examines the development, delivery, and outcomes of a year-long, collaborative, professional development (PD) program for 33 K-16 world language educators who taught in the State of Delaware. This work was prompted (in part) by Delaware's publication of its World-Readiness Standards for Learning Languages (Delaware Department of…
Descriptors: Language Teachers, Second Language Learning, Second Language Instruction, Faculty Development
Xiaowan Zhang – ProQuest LLC, 2021
English learner (EL) children (i.e., children learning English as a second language) constitute one of the fastest growing, yet disproportionately underachieving, segments of the U.S. public-school population. A main difficulty that ELs face at school is learning English and content-area knowledge in tandem. Low levels of English proficiency may…
Descriptors: English Learners, Time Management, Longitudinal Studies, Language Proficiency
Ye Shen; J. Marc Goodrich – Journal of Educational Psychology, 2024
Spanish-speaking students constitute the largest subgroup of emergent bilingual (EB) students in the United States. Using longitudinal data on a nationally representative sample of Spanish-English EBs, we explore profiles of English reading trajectories and how early individual differences (i.e., early Spanish reading and English oral proficiency)…
Descriptors: Transfer of Training, English (Second Language), Second Language Learning, Second Language Instruction
Hall, Garret J.; Albers, Craig A. – School Psychology, 2022
Using kindergarten up to fourth-grade data from the Early Childhood Longitudinal Study (2010--2011 cohort), we investigated systematic variability in English language learners' (ELLs; n = 303) mathematics growth as well as relations of kindergarten language growth and working memory (WM) to ELLs' mathematics growth. Using growth mixture modeling,…
Descriptors: Kindergarten, Grade 1, Grade 2, Grade 3