Purpose: In this clinical focus article, the authors argue for robust vocabulary instruction with emergent bilingual learners both in inclusive classroom settings and in clinical settings for emergent bilinguals with language and literacy disorders. Robust vocabulary instruction focuses on high-utility academic words that carry abstract meanings…

Textbooks play an important role in educational contexts especially in EFL contexts their role are more highlighted. Textbook evaluation in any type, predictive or retrospective, is a necessary part of curriculum design and in this sense is a worthwhile means of conducting research. Recently, Top Notch series have become widely used in Iranian…

For linguistically diverse communities, researchers have long questioned assessment approaches that disregard learners' multilingualism. Our study offers potential approaches that center contextualized, multilingual knowledges and skills within classroom-based language assessments with one teacher and his English foreign language courses for…

An Oral Proficiency Interview (OPI) may be evaluated either during the interview procedure (direct-method) or from a tape-made oral interaction (semi-direct method). Such variety in methods of assessment can influence test takers' scores extensively. However, it is not conclusive whether such differences are due to test format or something else.…

Commissioner's Rules Concerning the State Plan for Educating English Language Learners (ELLs) states that all school districts that are required to provide bilingual education and/or English as a second language (ESL) programs establish and operate a Language Proficiency Assessment Committee (LPAC). The LPACs are charged with reviewing all…

Many ELT examinations have gone online in the last few years and a large number of educational institutions have also started considering the possibility of implementing their own tests. This paper deals with the training of a group of 24 ELT teachers in the Region of Valencia (Spain). In 2007, the Ministry of Education provided funds to determine…

The background and mandate of the National Assessment of Educational Progress are reviewed. This organization is charged by the federal government with the task of compiling and disseminating data on changes and trends in the educational attainments of young Americans. The methodology by which NAEP conducts its objectives development, item…

The 16 papers presented in this volume are arranged according to three sub-topics of the general theme of second language instruction: individual needs, interdisciplinary cooperation, and multilingualism. The first paper in each section is the main lecture, which is followed by specialized lectures. (JB)

Describes a methodology conference which took place in 1980 in Dijon for European secondary school teachers in which they were exposed to French teaching methods. Results show they were especially resistant to audiovisual methods. (BK)

Discusses Concordia University Colloquium in July 1981 whose theme was a renaissance for the language laboratory. The primary conclusion was that the language laboratory of the past is destined to become the open learning center of the future and that communicative drills must replace mechanical manipulations of language. (Author/BK)

Globalization and internationalization are related but not the same thing. Globalization is the context of economic and academic trends that are part of the reality of the 21st century. Internationalization includes the policies and practices undertaken by academic systems and institutions--and even individuals--to cope with the global academic…

The great numbers of Indo-Chinese refugees in Ontario have placed tremendous pressure on three major fields' teaching resources: the volunteer system, the community college, and the school system. The amount done for the refugees is not equal among the communities. Many high school age children have no ESL programs. (PJM)

Sketches the situation with respect to total student participation, individual achievement, regional differences, class hours, and guiding principles. Closes with a brief indication of possibilities for solving the problem of the Hauptschule (a "terminal" 9- or 10-grade school). (IFS/WGA)

Sketches the contemporary situation of terminal, 9- or 10-grade schools with respect to subjects required, individual treatment, class hours, guiding principles, relation to the Realschule (a nonpreparatory high school), and number of students in the school. (IFS/WGA)

Sketches the contemporary situation in the Hauptschule (a 9- or 10-grade "terminal" school) in Bavaria, with respect to guiding principles, position of the Hauptschule pupils in the total school population, conclusion of studies at the Hauptschule, and teacher training. (IFS/WGA)