Providing foundational academic support to Indiana's culturally and linguistically diverse students is a cornerstone of the state's educational goals. Over 140,000 Indiana students speak a language other than English at home, and there are over 295 different languages represented in Indiana schools. Of these, over 93,000 students have been…

This longitudinal case study investigated the developmental trajectories of two participants enrolled in an ITA oral communication course at Purdue University. The course provides language support to the ITA population who play a crucial role in higher education programs in the U.S. (Gorsuch, 2016). Over four months (i.e., one semester), I…

The problem is English language learners (ELLs) in adult education and college programs in the United States need support in achieving learning goals due to a lack of qualified English as a second language (ESL) teachers in their home countries. The purpose of this basic qualitative study was to understand how ELL students in Indiana perceive the…

With the 2015 passage of the "Every Student Succeeds Act" (ESSA), the oversight of language policy in U.S. schools shifted from federal to state governance. Although the education of students officially designated as English learners (ELs) has historically been grounded in federal law, we argue that ELs' educational experiences are also…

Spanish is the second most spoken language in the United States and the most taught additional language (L2) in elementary-level schools. However, the amount and type of access differs according to the resources available. Rural settings, which comprise a third of all schools in the US, often have fewer resources and support for the development…

Providing foundational academic support to Indiana's culturally and linguistically diverse students is a cornerstone of the state's educational goals. Over 139,000 Indiana students speak a language other than English at home, and there are over 295 different languages represented in Indiana schools. Of these, over 83,000 students have been…

This study is an investigation of the effects of linguistic features on quality of second language (L2) writers' essays for writing course placement at Indiana University Bloomington (IUB), and by implication at other universities and colleges. This study addresses the following research questions: (1) To what extent do selected linguistic…

Over 129,000 Indiana students speak a language other than English at home, and there are over 295 different languages represented in Indiana schools. Of these, over 77,000 students have been formally identified as ELs due to limited proficiency in speaking, listening, reading, and writing academic English. ELs comprise roughly 6% of Indiana's…

The theory underlying L2 oral fluency has focused on cognitive processes, particularly proceduralization (Anderson, 1983; Levelt, 1989, 1999) and linguistic constructs, especially vocabulary and grammar (Segalowitz, 2010). Towell, Hawkins, and Bazergui (1996) argued that development of formulaic language enables automatic speech production.…

The purpose of this research is to reveal and compare the language proficiency profiles of Purdue's Chinese and Indian graduate applicants in various disciplines to take a step towards the development of Language Proficiency Literacy (LPL) of graduate admissions decision makers. The study argues that before being able to offer LPL development…

Indiana dual-language immersion (DLI) programs have grown exponentially in the last 5 years as a result of state policies, related state funding, and increasing pressure for public schools to have a specialized presence amidst school choice provisions. Principals work with their communities to identify the DLI model they will adopt, student…

In many U.S. states, there is a growing population of academically, culturally, and linguistically diverse English learners enrolling in the public educational system. It is important that collaboration occurs between content area teachers and ESL specialists at the secondary level for supporting and equipping teachers with the skills that they…

In this study, we used a quasi-experimental, longitudinal design to examine the English language arts (ELA) and mathematics test scores of emergent bilinguals (EBs) in DLBE 50:50 models versus English as a second language (ESL) models in Indiana over four academic school years. With a focus on the midwestern U.S., we bring attention to a…

In 1964, Deaf and hearing stakeholders convened at Ball State Teachers College in Muncie, Indiana, to discuss the state of signed language interpreting in the United States. One topic of discussion was the competencies these interpreters should exhibit. Four decades later, Witter-Merithew and Johnson (2005) described American Sign Language…

This design case follows the transformation of a language and culture course for first-year international students from face-to-face to online. It focuses on creating and managing disorienting dilemmas in an online environment as students are given the opportunity to pursue transformative learning. Design decisions about creating community, course…