A study described the level of English proficiency and academic success of 327 Moroccan students studying agriculture at the University of Minnesota. Findings indicated that the level of English speaking ability was at least as important as prior performance in college-level course work in their own country. (JOW)

A review of the arguments (including fossilization, improved language performance, and the role of error correction) supporting a focus on linguistic accuracy and grammar during early second language learning found no research evidence showing this approach to be beneficial. (Author/CB)

A framework for second-language acquisition (SLA) features cognitive processing components: process of analysis and process of control. These processes lead to changes in mental representations that are the basis of learning. The framework can be applied to similarity of first- and second-language learning, the starting point for SLA,…

This study examines whether readers of German can identify correctly the coreferents of anaphoric expressions in a German text and whether this ability is related to their overall comprehension of the text and their baseline German language ability. Findings reveal a positive relationship between the ability to resolve anaphoric references and…

Examines the rating scale and the testing procedure of the oral interview for evidence of discourse competence. The paper suggests that a careful examination of the processing capabilities might serve as a valid indicator of their discourse competence. (24 references) (GLR)

Outlines an agenda for a dialogue that focuses on the relation between acquired language proficiencies (verbal abilities) and non-verbal abilities. Shows the relevance of this to language testing, framing the problem within a general theory of signs and deriving certain testable hypotheses concerning it. (Author/VWL)

Demand for English for speakers of other languages in Britain outweighs supply. Because the ability to communicate effectively in English is essential for labor market success, it is imperative to support learners and teachers of English as a second language. (SK)

Examines evidence presented for the validity of the American Council on the Teaching of Foreign Languages (ACTFL) rating scales in "Foreign Language Annals" (1990), "System" (1992), and "Proficiency Guidelines" (1982, 1986). The article argues that this evidence is insufficient to support a claim for validity. (36…

Explores variation in the performance of one nonnative speaker in three different conversations with friends. The chief difference between the conversations is that the interlocutors use different interactional features that are related to their different levels of proficiency in English. (Author/VWL)

Provides revisions of the American Council on the Teaching of Foreign Languages (ACTFL) writing guidelines. The proficiency guidelines are presented in a top-down fashion, rather than in a bottom-up order, thereby allowing for more positive descriptive statements for each level and sublevel, stressing what language users can do with the language…

In this study, the problem of non-proficiency in language learning and use among Nigerian students is investigated. Using empirical data and information from available literature on the subject as evidence, it was observed that the language deficiencies of the students could be attributed to the lack of fit between the formulation of the national…

To facilitate the interpretation of test scores from the redesigned TOEIC® (listening and reading) test as a measure of English language proficiency, we administered a self-assessment inventory to TOEIC examinees in Japan and Korea that gathered perceptions of their ability to perform a variety of everyday English language tasks. TOEIC scores…

The No Child Left Behind Act requires schools to begin testing new English Learners (EL) in English language arts within three years after they enter school and holds schools accountable for their performance on these exams. Yet very little empirical work has examined exactly how long it takes EL students to become proficient in English and how…

Charged by the U.S. Department of Education, The George Washington University Center for Equity and Excellence in Education (GW-CEEE) developed a Guide for state education agencies (SEAs) to use to improve state assessment policies for accommodating English language learners (ELLs). As a foundation for the Guide, GW-CEEE designed two studies, the…

The rapidly increasing English Language Learner (ELL) population across the United States offers valuable possibilities for next-generation ELL policy for assessment, accountability, and best practices. There is now tremendous opportunity to create policies taking into account the needs of ELL students from the outset rather than as an…