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Direct linkNguyen, Hanh thi, Ed.; Malabarba, Taiane, Ed. – Multilingual Matters, 2019
This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners' development of interactional competence, the organization of teaching and testing practices, and…
Descriptors: English (Second Language), Second Language Instruction, Interpersonal Communication, Interpersonal Competence
Gurzynski-Weiss, Laura, Ed. – Language Learning & Language Teaching, 2020
This book examines the role of interlocutors and their individual differences (IDs) in second language (L2) development from four theoretical lenses: the cognitive-interactionist approach, sociocultural theory, the variationist approach, and complex dynamic systems theory. A theoretical overview to each approach is written by a preeminent scholar…
Descriptors: Individual Differences, Second Language Learning, Second Language Instruction, Sociocultural Patterns
Suzuki, Wataru, Ed.; Storch, Neomy, Ed. – Language Learning & Language Teaching, 2020
This book is the first to bring together a collection of recent empirical studies investigating languaging, an important construct first introduced by Swain in 2006 but which has since been deployed in a growing number of L2 studies. The contributing authors include both established and emerging authors from around the globe. They report on…
Descriptors: Second Language Learning, Second Language Instruction, Oral Language, Written Language
Rokita-Jaskow, Joanna, Ed.; Ellis, Melanie, Ed. – Multilingual Matters, 2019
This book provides a holistic overview of what leads to success in foreign language learning at an early age and deepens our understanding of early foreign language learning. The studies use an array of methodological approaches to research learners aged between three and ten, as well as their parents and teachers, in instructional, minimal-input…
Descriptors: Second Language Learning, Young Children, Educational Policy, Teaching Methods
Download full textOregon Department of Education, 2016
The Oregon English Language Learner Report is an annual publication required by law (ORS 327.016), which reports on financial information for English language learner programs, the objectives and needs of students eligible for and enrolled in an English language learner program, as well as provides information on the demographics of students in…
Descriptors: English Language Learners, Student Needs, Student Characteristics, Educational Finance
Oregon Department of Education, 2016
The Oregon English Language Learner Report is an annual publication required by law (ORS 327.016). This report provides financial information for English language learner (ELL) programs, the objectives and needs of students eligible for and enrolled in an English language learner program, and provides information on the demographics of students in…
Descriptors: English Language Learners, English (Second Language), Second Language Learning, Educational Finance
Office of English Language Acquisition, US Department of Education, 2013
This is the fourth biennial report to Congress on the implementation of the "Elementary and Secondary Education Act's" Title III State Formula Grant Program (also known as the English Language Acquisition State Grants Program). This report provides information reported by states to the U.S. Department of Education regarding services…
Descriptors: State Aid, Grants, Limited English Speaking, Language Proficiency
Sciriha, Lydia, Comp. – Mercator European Research Centre on Multilingualism and Language Learning, 2013
This regional dossier aims to provide concise, descriptive information and basic educational statistics about minority language education in a specific region of Europe--Malta. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as…
Descriptors: Foreign Countries, Semitic Languages, Language Usage, Statistical Data
Liu, Meihua – System: An International Journal of Educational Technology and Applied Linguistics, 2006
This paper reports a study on anxiety in Chinese undergraduate non-English majors at three different proficiency levels. By way of survey, observations, reflective journals and interviews, the study revealed that (1) a considerable number of students at each level felt anxious when speaking English in class, (2) the more proficient students tended…
Descriptors: Majors (Students), Speech Communication, Oral English, English (Second Language)
Peer reviewedCraig, Holly K.; Washington, Julie A. – Language, Speech, and Hearing Services in Schools, 1995
The prepositional phrases used in free play discourse by 45 African American preschoolers from low-income homes were analyzed. A statistically significant positive relationship was found between amounts of African American English (AAE) form use and relational semantic complexity. No significant relationships were found between simpler…
Descriptors: Black Dialects, Black Students, Dialect Studies, Discourse Analysis
Peer reviewedMarschark, Marc; And Others – Journal of Experimental Child Psychology, 1986
Examines the effects of age on hearing children's oral rather than written story production and whether there are age-related changes in the signed productions of deaf children comparable to those observed in hearing age-mates. (HOD)
Descriptors: Adolescents, Age Differences, Children, Comparative Analysis
Rothfarb, Sylvia H.; And Others – 1985
A procedure for evaluating the oral language proficiency of limited English proficient (LEP) secondary school students is presented. The sample consisted of 101 twelfth grade students randomly selected from high schools in the Dade County Public Schools (Miami, Florida), including 72 LEP students. These students were or had been enrolled in…
Descriptors: Cutting Scores, English (Second Language), Grade 12, High Schools
Peer reviewedForsey, Janice; And Others – Journal of Autism and Developmental Disorders, 1996
A study of five adult males with autism investigated which combination of input/output modalities (typed or spoken) enhanced the syntactic, semantic, and/or pragmatic performance of individuals with autism when engaging in conversations with a normal language adult. Results found that typed communications facilitated the use of longer utterances.…
Descriptors: Adults, Autism, Communication Aids (for Disabled), Communication Skills
