"Title III" of the "Elementary and Secondary Education Act" ("ESEA") provides formula grants to states to help support the educational needs of students identified as English learners (ELs). In school year (SY) 2011-12, ELs served by "Title III"-funded activities comprised approximately 9 percent of the…

The "Washington English Language Proficiency Assessment" (WELPA) is a No Child Left Behind (NCLB)-compliant instrument that is used in Grades K-12 as a formal and standardized method of measuring language proficiency. The test results provide important information for classifying English Language Learners (ELLs) and subsequently for…

This report is part of a long-term collaboration of the Quality Teaching for English Learners initiative at WestEd with the Fort Worth Independent School District. The focus of this report is on a historical cohort of ninth graders who were enrolled at the International Newcomer Academy in the 2009-2010 school year. This report follows this cohort…

This report is part of a long-term collaboration of the Quality Teaching for English Learners initiative at WestEd with the Fort Worth Independent School District. The focus of this report is on comparisons between ninth grade newcomers and other groups of English language learners (ELLs). Analyses compare newcomers to 1) long-term ELLs who were…

This paper presents a case study of a group of Chinese ESL learners in China, who study English by immersing themselves regularly and rigorously in English television drama. A self-directed learning pedagogy has been developed and discussed, which seems to have signposted an effective and economic way for ESL learners to improve linguistic,…

The purpose of this article is to provide background on integrating social-emotional learning (SEL) into classroom oral reading practices. The section that follows outlines some of the language and academic demands English learners (ELs) face at school. Another section considers the relationship between academic and social-emotional learning. The…

The use of WCF is a striking necessity in learning of English as a foreign language. If teachers and students can manipulate well the use of written feedback, both parties will benefit. This research looked at the types of feedback given to EFL students during a 16-week study. For the purpose of the current survey eighty students enrolled freely…

For many young gifted English Language Learners (ELLs), going to an American school is like a trip to Mars. Everything and everyone looks strange. Many ELLs feel unsure of their abilities when they discover that their proficiency in English can sometimes hinder achievement. They wonder what the other kids think of their speech, their accents,…

This study examines the relationship between recasts and learners' repair, taking into account 1) learners' proficiency level and 2) timing of recasts. 543 recast episodes were detected from 17 beginning, 16 intermediate, and 17 advanced learners. While beginning learners were not able to repair if the intervening words between the learners' error…

Academic language has been referred to as a gatekeeper, something that stands in the way of academic success for native and nonnative speakers alike. In rural eastern North Carolina, many students do double the work because they speak nonstandard dialects, lack the background knowledge for school success, and thereby disengage from the classroom.…

The article is centred around the concept of "language competence of a foreign language (FL) teacher" and the ways it can be evaluated. Though the definition of teacher language competence might sound obvious it has not yet been clearly structured and, therefore, no component has been thoroughly described. I use this fact as a starting…

International students have constituted a growing population in American higher education in the past few decades. This study presented a case study of six international students' academic, cultural and social experiences during their stay in the US. Data obtained through interviews and the results of content analysis indicate that international…

Students of second and international languages in Alberta do not receive sufficient hours of instruction through formal classroom time alone to achieve distinguished levels of proficiency (Archibald, J., Roy, S., Harmel, S., Jesney, K., Dewey, E., Moisik, S., et al., 2006). This research study uses a constructivist approach (Guba & Lincoln,…

The current study aims to investigate form, composition, distribution of acknowledgement and agreement/assessment signals in upper intermediate/advanced Italian as L2 speakers. Data are video-transcribed computer mediated conversations for mutual language learning (Teletandem) during which two female volunteer university students (L1: English and…

This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations…