This meta-analysis aims at investigating the impact of English language teaching practices on language outcomes. The literature search yielded 90 meta-analyses that were published between January, 1995 and December, 2019. The current study analyzed 90 meta-analysis and these studies comprised 3496 studies, 7870 effect sizes and nearly 700,000…

This study reports on the conceptualization of a new construct targeting the cross-disciplinary academic language skills most relevant to school reading comprehension, targeting the validation of the Core Academic Language Skills (CALS) Instrument, a novel assessment tool which measures this construct. Participants included Grade 4-8 monolingual…

Despite a long-standing awareness of academic language as a pedagogically relevant research area, the construct of academic-language proficiency, understood as a more comprehensive set of skills than just academic vocabulary, has remained vaguely specified. In this study, we explore a more inclusive operationalization of an academic-language…

Fourteen selected speeches dating from 1955 to 1969 cover a broad range of information relevant to the history of language instruction in American schools. A state-of-the-art review of language instruction, written in 1955, precedes papers on: (1) language proficiency; (2) school and college language program cooperation; (3) motion pictures in…

The state of the art of language testing in England is examined through the conference proceedings presented in this text. The nine chapters, written by individual authors, include discussion of the General Certificate of Education examinations, nonschool examinations, oral tests, research by examining boards, continuous assessment, and…