WorldWideScience

Sample records for proficiency english assessment

  1. Common Educational Proficiency Assessment (CEPA) in English

    Science.gov (United States)

    Coombe, Christine; Davidson, Peter

    2014-01-01

    The Common Educational Proficiency Assessment (CEPA) is a large-scale, high-stakes, English language proficiency/placement test administered in the United Arab Emirates to Emirati nationals in their final year of secondary education or Grade 12. The purpose of the CEPA is to place students into English classes at the appropriate government…

  2. Validating English Language Proficiency Assessment Uses for English Learners: Academic Language Proficiency and Content Assessment Performance

    Science.gov (United States)

    Wolf, Mikyung Kim; Faulkner-Bond, Molly

    2016-01-01

    States use standards-based English language proficiency (ELP) assessments to inform relatively high-stakes decisions for English learner (EL) students. Results from these assessments are one of the primary criteria used to determine EL students' level of ELP and readiness for reclassification. The results are also used to evaluate the…

  3. Assessing English proficiency for university study

    CERN Document Server

    Read, J

    2015-01-01

    This book focuses on strategies and procedures for assessing the academic language ability of students entering an English-medium university, so that those with significant needs can have access to opportunities to enhance their language skills.

  4. An Investigation of School Psychologists' Assessment Practices of Language Proficiency with Bilingual and Limited-English-Proficient Students.

    Science.gov (United States)

    Ochoa, Salvador Hector; And Others

    1996-01-01

    A study of the language proficiency assessment practices of 859 school psychologists, when working with bilingual or limited English proficient students, found that 62 percent of school psychologists conducted their own assessments and most often used the Peabody Picture Vocabulary Test-Revised or the Test de Vocabulario en Imagenes Peabody.…

  5. Assessing Critical Thinking Skills in Students with Limited English Proficiency

    Science.gov (United States)

    Gustafson, Marianne; Bochner, Joseph

    2009-01-01

    The purpose of this article is to describe a procedure that has been used successfully to evaluate the critical thinking (CT) abilities of a population of undergraduates having limited proficiency in the English language. The results of this study demonstrate that it is possible to obtain reliable evaluations of CT skills in undergraduates who…

  6. Washington English Language Proficiency Assessment (WELPA). Form C 2015. Interpretation Guide

    Science.gov (United States)

    Washington Office of Superintendent of Public Instruction, 2015

    2015-01-01

    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…

  7. Assessing students' English language proficiency during clinical placement: A qualitative evaluation of a language framework.

    Science.gov (United States)

    San Miguel, Caroline; Rogan, Fran

    2015-06-01

    The increase in nursing students for whom English is an additional language requires clinical facilitators to assess students' performance regarding clinical skills, nursing communication and English language. However, assessing language proficiency is a complex process that is often conflated with cultural norms and clinical skills, and facilitators may lack confidence in assessing English language. This paper discusses an evaluation of a set of guidelines developed in a large metropolitan Australian university to help clinical facilitators make decisions about students' English language proficiency. The study found that the guidelines were useful in helping facilitators assess English language. However, strategies to address identified language problems needed to be incorporated to enable the guidelines to also be used as a teaching tool. The study concludes that to be effective, such guidelines need embedding within a systematic approach that identifies and responds to students who may be underperforming due to a low level of English language proficiency. Copyright © 2015 Elsevier Ltd. All rights reserved.

  8. Conceptualizing Accessibility for English Language Proficiency Assessments. Research Report. ETS RR-16-07

    Science.gov (United States)

    Guzman-Orth, Danielle; Laitusis, Cara; Thurlow, Martha; Christensen, Laurene

    2016-01-01

    This paper is the second in a series from Educational Testing Service (ETS) that conceptualizes next-generation English language proficiency (ELP) assessment systems for K-12 English learners (ELs) in the United States.The first paper articulated a high-level conceptualization of next-generation ELP assessment systems (Hauck, Wolf, & Mislevy,…

  9. Bilingual Education and English Proficiency

    Science.gov (United States)

    Jepsen, Christopher

    2010-01-01

    In 2001, California instituted a statewide test measuring English proficiency for English learners, students who are not proficient in English. In 2003 and 2004, nearly 500,000 English learners in grades 1-5 took this test each year. The relationship between bilingual education receipt and English proficiency is estimated using value-added…

  10. Intelligibility and Perceptions of English Proficiency

    Science.gov (United States)

    Rooy, Susan Coetzee-Van

    2009-01-01

    More and more learners of English from the Expanding Circle are travelling to Outer Circle contexts to learn English or to improve their English proficiency. This is also the case for some Korean families who moved to Potchefstroom, South Africa. This phenomenon poses challenges in terms of assessment of English proficiency, and emphasizes the…

  11. Non-Discriminatory Assessment: Formal and Informal Assessment of Limited English Proficient Children.

    Science.gov (United States)

    Mares, Sharon

    PEOPLE (Pruebas de Expresion Oral y Percepcion de la Lengua Espanol) was developed as a test to help distinguish between a language difference and a language deficit in non English proficient (NEP) and limited English proficient (LEP) elementary Hispanic students. PEOPLE was developed, pilot tested in 14 school districts in Los Angeles County with…

  12. Assessment of Young English Language Learners in Arizona: Questioning the Validity of the State Measure of English Proficiency

    Science.gov (United States)

    Garcia, Eugene E.; Lawton, Kerry; Diniz de Figueiredo, Eduardo H.

    2010-01-01

    This study analyzes the Arizona policy of utilizing a single assessment of English proficiency to determine if students should be exited from the ELL program, which is ostensibly designed to make it possible for them to succeed in the mainstream classroom without any further language support. The study examines the predictive validity of this…

  13. An Investigation of the Impact on Hong Kong's English Language Teaching Profession of the Language Proficiency Assessment for Teachers of English (LPATE)

    Science.gov (United States)

    Coniam, David; Falvey, Peter; Xiao, Yangyu

    2017-01-01

    This study investigates the perceptions of stakeholders on the impact of a high-stakes assessment of English language teachers' proficiency--the minimum language standards Language Proficiency Assessment for Teachers (English) [LPATE], which was introduced in 2000. Given that the test has now been in place for 17 years, the study investigates the…

  14. Issues in Assessing English Language Learners: English Language Proficiency Measures and Accommodation Uses. Literature Review (Part 1 of 3). CRESST Report 731

    Science.gov (United States)

    Wolf, Mikyung Kim; Kao, Jenny; Herman, Joan; Bachman, Lyle F.; Bailey, Alison; Bachman, Patina L.; Farnsworth, Tim; Chang, Sandy M.

    2008-01-01

    The No Child Left Behind (NCLB) Act has made a great impact on states' policies in assessing English language learner (ELL) students. The legislation requires states to develop or adopt sound assessments in order to validly measure the ELL students' English language proficiency (ELP), as well as content knowledge and skills. Although states have…

  15. Recommendations for Assessing English Language Learners: English Language Proficiency Measures and Accommodation Uses. Recommendations Report (Part 3 of 3). CRESST Report 737

    Science.gov (United States)

    Wolf, Mikyung Kim; Herman, Joan L.; Bachman, Lyle F.; Bailey, Alison L.; Griffin, Noelle

    2008-01-01

    The No Child Left Behind Act of 2001 (NCLB, 2002) has had a great impact on states' policies in assessing English language learner (ELL) students. The legislation requires states to develop or adopt sound assessments in order to validly measure the ELL students' English language proficiency, as well as content knowledge and skills. While states…

  16. Assessing English Learners' Progress: Longitudinal Invariance of a Standards-Based Classroom Assessment of English Proficiency

    Science.gov (United States)

    Llosa, Lorena

    2012-01-01

    Assessing and monitoring student progress is becoming increasingly important in classrooms and for accountability purposes. Yet, in order to interpret changes in assessment results from one year to the next as reflecting differences in underlying ability rather than as variations in the measurement, the assessments used should be measuring the…

  17. Accommodations for Students with Disabilities on State English Language Proficiency Assessments: A Review of 2011 State Policies

    Science.gov (United States)

    Christensen, Laurene L.; Albus, Debra A.; Liu, Kristin K.; Thurlow, Martha L.; Kincaid, Aleksis

    2013-01-01

    English language learners (ELLs) with disabilities are required to participate in all state and district assessments similar to their peers without disabilities. This includes assessments used for the Elementary and Secondary Education Act (ESEA) Title I accountability purposes for demonstrating proficiency in academic content, assessments used…

  18. How Are Spoken Skills Assessed in Proficiency Tests of General English as a Foreign Language? A Preliminary Survey

    Science.gov (United States)

    Roca-Varela, Mª Luisa; Palacios, Ignacio M.

    2013-01-01

    This paper examines some of the best known proficiency tests in English, with particular focus on the oral component. Attention is paid to the following issues, among others: the weighting of oral elements in testing, the criteria used for the assessment of oral skills and the relation of these to the general guidelines in the "Common…

  19. Examining the Relationship between Math Scores and English Language Proficiency

    Science.gov (United States)

    Henry, Denfield L.; Nistor, Nicolae; Baltes, Beate

    2016-01-01

    Multiple studies propose that English proficiency dictates English language learners' (ELLs) performances on mathematics assessments. The current study investigates the predictive power of English proficiency on mathematics scores, while controlling for gender, socioeconomic status (SES), and grade level among ELLs at a south Florida elementary…

  20. The role of language proficiency, cognate status and word frequency in the assessment of Spanish-English bilinguals' verbal fluency.

    Science.gov (United States)

    Blumenfeld, Henrike K; Bobb, Susan C; Marian, Viorica

    2016-04-01

    Assessment tools are needed to accurately index performance in bilingual populations. This study examines the verbal fluency task to further establish the relative sensitivities of letter and category fluency in assessing bilingual language skills in Spanish-English bilinguals. English monolinguals and Spanish-English bilinguals had 1 minute to name words belonging to a category (e.g. animals) or starting with a letter (e.g. A). Number of words retrieved, proficiency, cognate and frequency effects were examined. In their dominant language (English), bilinguals and monolinguals showed similar fluency patterns, generating more words in category than letter tasks. This category advantage disappeared for bilinguals tested in their non-dominant language (Spanish). Further, bilinguals retrieved a higher percentage of cognates (e.g. lagoon-laguna) than monolinguals across tasks and languages. In particular, as proficiency increased in their non-dominant language, bilinguals were more likely to produce cognates (including cognates with lower word frequencies). While bilinguals and monolinguals performed largely the same, bilinguals showed fine-grained differences from monolinguals in both their dominant and non-dominant languages. Based on these results, it is recommended that clinicians evaluate findings from bilinguals' verbal fluency tasks with attention to language proficiency, cognate words produced and relative to normative data that match their clients' language histories.

  1. The role of language proficiency, cognate status and word frequency in the assessment of Spanish–English bilinguals’ verbal fluency

    Science.gov (United States)

    Blumenfeld, Henrike K.; Bobb, Susan C.; Marian, Viorica

    2016-01-01

    Purpose Assessment tools are needed to accurately index performance in bilingual populations. We examine the verbal fluency task to further establish the relative sensitivities of letter and category fluency in assessing bilingual language skills in Spanish-English bilinguals. Method English monolinguals and Spanish-English bilinguals had one minute to name words belonging to a category (e.g., animals) or starting with a letter (e.g., A). Number of words retrieved, proficiency, cognate and frequency effects were examined. Results In their dominant language (English), bilinguals and monolinguals showed similar fluency patterns, generating more words in category than letter tasks. This category advantage disappeared for bilinguals tested in their non-dominant language (Spanish). Further, bilinguals retrieved a higher percentage of cognates (e.g., lagoon-laguna) than monolinguals across tasks and languages. In particular, as proficiency increased in their non-dominant language, bilinguals were more likely to produce cognates (including cognates with lower word frequencies). Conclusion While bilinguals and monolinguals performed largely the same, bilinguals showed fine-grained differences from monolinguals in both their dominant and non-dominant languages. Based on these results, we recommend that clinicians evaluate findings from bilinguals’ verbal fluency tasks with attention to language proficiency, cognate words produced, and relative to normative data that match their clients’ language histories. PMID:27172853

  2. New Measures of English Language Proficiency and Their Relationship to Performance on Large-Scale Content Assessments. REL 2009-No. 066. Summary

    Science.gov (United States)

    Parker, Caroline E.; Louie, Josephine; O'Dwyer, Laura

    2009-01-01

    Using assessment results for 5th and 8th grade English language learner students in New Hampshire, Rhode Island, and Vermont, the report finds that the English language domains of reading and writing (as measured by a proficiency assessment) are significant predictors of performance on reading, writing, and mathematics assessments and that the…

  3. New Measures of English Language Proficiency and Their Relationship to Performance on Large-Scale Content Assessments. Issues & Answers. REL 2009-No. 066

    Science.gov (United States)

    Parker, Caroline E.; Louie, Josephine; O'Dwyer, Laura

    2009-01-01

    Using assessment results for 5th and 8th grade English language learner students in New Hampshire, Rhode Island, and Vermont, the report finds that the English language domains of reading and writing (as measured by a proficiency assessment) are significant predictors of performance on reading, writing, and mathematics assessments and that the…

  4. An evaluation of two methods of assessing writing proficiency of standard 8 English second language pupils

    OpenAIRE

    2014-01-01

    M.A. (Applied Linguistics)) The aim of this study was to investigate the validity and reliability of two techniques of assessing writing proficiency. Both measuring techniques, Le. objective (multiple-choice question) and subjective (essay-type question) have their advantages as well as limitations and little agreement regarding their validity and reliability has been reached to date. Today great pressure is put on educational bodies to ensure that tests are fair to all those who attempt t...

  5. Teaching English through English: Proficiency, Pedagogy and Performance

    Science.gov (United States)

    Richards, Jack C.

    2017-01-01

    Most of the world's English language teachers speak English as a second or third language rather than as their first language. For many, their level of proficiency in English may not reach benchmarks established by their employers, raising the issue that is the focus of this article, namely, what kind of proficiency in English is necessary to be…

  6. Medical training and English language proficiency.

    Science.gov (United States)

    Hayes, S C; Farnill, D

    1993-01-01

    Concern is often expressed about the English language proficiency (ELP) of students engaged in professional training. This report assesses the ELP of the 1990 and 1991 intakes into medicine at the University of Sydney. A quick screening test and individual in-depth tests were used in a two-stage design. Admission to the course is highly competitive and most students are selected from the top 0.75% of Higher School Certificate results but 15% and 19% of the year cohorts were found to be below average in ELP. English proficiency was found to be consistently correlated with first- and second-year university results. Initiatives taken to support students with language disadvantages and to ensure that graduates will be able to communicate effectively with patients are outlined.

  7. Discrepancies between perceptions of English proficiency and ...

    African Journals Online (AJOL)

    Empirical data that indicate a discrepancy between perceptions and scores on English tests among South African participants (1998-2011) are reported. A discrepancy between perceptions of English proficiency and scores on English tests is important because of its potential impact on language learner motivation. It will be ...

  8. Beyond English proficiency: rethinking immigrant integration.

    Science.gov (United States)

    Akresh, Ilana Redstone; Massey, Douglas S; Frank, Reanne

    2014-05-01

    We develop and test a conceptual model of English language acquisition and the strength of the latter in predicting social and cultural assimilation. We present evidence that the path to English proficiency begins with exposure to English in the home country and on prior U.S. trips. English proficiency, then, has direct links to the intermediate migration outcomes of occupational status in the U.S., the amount of time in the U.S. since the most recent trip, and the co-ethnic residential context in the U.S. In turn, pre-migration characteristics and the intermediate characteristics work in tandem with English proficiency to determine social assimilation in the U.S., while cultural assimilation is primarily determined by pre-migration habits. A shift in focus to English use is desirable in studies of immigrant integration. Copyright © 2014 Elsevier Inc. All rights reserved.

  9. Beyond English Proficiency: Rethinking Immigrant Integration

    Science.gov (United States)

    Akresh, Ilana Redstone; Massey, Douglas S.; Frank, Reanne

    2014-01-01

    We develop and test a conceptual model of English language acquisition and the strength of the latter in predicting social and cultural assimilation. We present evidence that the path to English proficiency begins with exposure to English in the home country and on prior U.S. trips. English proficiency, then, has direct links to the intermediate migration outcomes of occupational status in the U.S., the amount of time in the U.S. since the most recent trip, and the co-ethnic residential context in the U.S. In turn, pre-migration characteristics and the intermediate characteristics work in tandem with English proficiency to determine social assimilation in the U.S., while cultural assimilation is primarily determined by pre-migration habits. A shift in focus to English use is desirable in studies of immigrant integration. PMID:24576636

  10. Limited english proficiency accessibility program : demonstration program.

    Science.gov (United States)

    2013-03-01

    In 2006, the Tri-County Metropolitan Transportation District of Oregon (TriMet) secured grant funding from the Federal Transit Administration : (FTA) that enabled the agency to launch a creative and ambitious Limited English Proficiency (LEP) demonst...

  11. Time to English Reading Proficiency. Research Brief. RB 1201

    Science.gov (United States)

    Shneyderman, Aleksandr; Froman, Terry

    2012-01-01

    The time it takes for an English Language Learner (ELL) to reach reading proficiency in English depends on the grade level of entry into the English for Speakers of Other Languages (ESOL) program and on the student's initial English proficiency level. The summary table below presents the average years to English proficiency across different grade…

  12. English Language Proficiency and Early School Attainment Among Children Learning English as an Additional Language

    OpenAIRE

    Whiteside, K; Gooch, Deborah; Norbury, CF

    2016-01-01

    Children learning English as an additional language (EAL) often experience lower academic attainment than monolingual peers. In this study, teachers provided ratings of English language proficiency and social, emotional, and behavioral functioning for 782 children with EAL and 6,485 monolingual children in reception year (ages 4?5). Academic attainment was assessed in reception and Year 2 (ages 6?7). Relative to monolingual peers with comparable English language proficiency, children with EAL...

  13. Measuring Academic Language Proficiency in School-Age English Language Proficiency Assessments under New College and Career Readiness Standards in the United States

    Science.gov (United States)

    Frantz, Roger S.; Bailey, Alison L.; Starr, Laura; Perea, Luis

    2014-01-01

    The current focus across the U.S. on student college and career readiness standards makes clear that both instruction and assessment of academic English will continue to be important for school-age English learner (EL) students. This article presents an overview and summary of key literature on academic language (usually academic English);…

  14. 34 CFR 300.27 - Limited English proficient.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Limited English proficient. 300.27 Section 300.27... CHILDREN WITH DISABILITIES General Definitions Used in This Part § 300.27 Limited English proficient. Limited English proficient has the meaning given the term in section 9101(25) of the ESEA. (Authority: 20...

  15. Measuring the Games Influence on Improving English Proficiency

    Directory of Open Access Journals (Sweden)

    Reni Dwi Pertiwi

    2014-10-01

    Full Text Available English is now used as an international language, so that every person in order to communicate at the international level are required this language. To improving english proficiency, people used native speaker, course, story book, film game and etc. Games or better known as PC gaming is another alternative in improving the English proficiency. Beside this is fun, player required to read and listen the story game to finish the game. So that player can improve English proficiency while the player play game. In this paper, author present what game are fun and not boring also can improving English proficiency. The measuring improving English proficiency is observed from reading,writing, listening and grammar Keyword: English, Game, improving ,Proficiency

  16. Perceived language proficiency and pain assessment by registered and student nurses in native English-speaking and EAL children aged 4-7 years.

    Science.gov (United States)

    Azize, Pary M; Cattani, Allegra; Endacott, Ruth

    2017-10-27

    To identify the factors that influence decisions made by health professionals when assessing the pain of native English speaking and children whose English is an additional language. Pain assessment in children is often poorly executed following acute injury. Whilst a range of pain assessment tools have been developed, little guidance is provided for assessing pain in children with English as an additional language. Factorial survey design. Twenty minor injuries unit nurses and 20 children's nursing students participated in an electronic survey to make judgements on 12 scenarios describing a child attending a minor injuries unit following an incident, accompanied by a parent. Respondents had to decide the most important form of pain assessment, and whether they would ask a parent or an interpreter to assess the pain of the child. An open-ended question asked about the difficulties found in making a judgement. Observation of the child's behaviour was the most common pain assessment reported. The visual analogue scale was significantly associated with children with proficient English. Respondents were significantly more likely to involve parents in the assessment if they could speak English well compared to parents with poor English skills. Moreover, nursing students were significantly more likely than registered nurses to call for support from an interpreter. Thematic analysis identified three themes related to difficulties with pain assessment: contrasting approaches, differing perceptions of pain and overcoming challenges. The reduced ability to communicate between child, parent and healthcare professional highlights the need to identify forms of assessment based on individual cases. The number of children with English as an additional language has seen a marked rise over the last decade. In situations where communication ability is reduced, assessment of pain should be tailored to meet the needs of the child. This may require timely access to interpreter services

  17. Does Student Proficiency on Local Reading Assessment Measures Align with State Mandated Reading Proficiency Standards? An Investigation of the Relationship between the Developmental Reading Assessment, Reading Curriculum Based Measurement, and Maze, with the New York State English Language Arts Exam

    Science.gov (United States)

    Weschler, Michael J.

    2016-01-01

    Data from three reading assessment tools--the Developmental Reading Assessment (DRA), Reading Curriculum Based Measurement (R-CBM), and Maze--were compiled from 61 fourth grade and 59 fifth grade students across Fall and Spring administrations in order to determine how proficiency on these measures was associated with proficiency on the New York…

  18. Investigating the Homogeneity and Distinguishability of STEP Proficiency Descriptors in Assessing English Language Learners in Ontario Schools

    Science.gov (United States)

    Jang, Eunice Eunhee; Cummins, Jim; Wagner, Maryam; Stille, Saskia; Dunlop, Maggie

    2015-01-01

    Research on issues concerning the assessment of school-age English language learners (ELLs) in curriculum-learning contexts has been relatively less productive than assessment of adult language learners. A growing demand for assessing school-age ELLs has led to the development of assessment frameworks that provide the opportunity to examine the…

  19. Influence of L2 Proficiency on Speech Movement Variability: Production of Prosodic Contrasts by Bengali-English Speakers

    Science.gov (United States)

    Chakraborty, Rahul

    2011-01-01

    This paper examines the influence of age of immersion and proficiency in a second language on speech movement consistency in both a first and a second language. Ten monolingual speakers of English and 20 Bengali-English bilinguals (10 with low L2 proficiency and 10 with high L2 proficiency) participated. Lip movement variability was assessed based…

  20. Evaluating the spoken English proficiency of graduates of foreign medical schools.

    Science.gov (United States)

    Boulet, J R; van Zanten, M; McKinley, D W; Gary, N E

    2001-08-01

    The purpose of this study was to gather additional evidence for the validity and reliability of spoken English proficiency ratings provided by trained standardized patients (SPs) in high-stakes clinical skills examination. Over 2500 candidates who took the Educational Commission for Foreign Medical Graduates' (ECFMG) Clinical Skills Assessment (CSA) were studied. The CSA consists of 10 or 11 timed clinical encounters. Standardized patients evaluate spoken English proficiency and interpersonal skills in every encounter. Generalizability theory was used to estimate the consistency of spoken English ratings. Validity coefficients were calculated by correlating summary English ratings with CSA scores and other external criterion measures. Mean spoken English ratings were also compared by various candidate background variables. The reliability of the spoken English ratings, based on 10 independent evaluations, was high. The magnitudes of the associated variance components indicated that the evaluation of a candidate's spoken English proficiency is unlikely to be affected by the choice of cases or SPs used in a given assessment. Proficiency in spoken English was related to native language (English versus other) and scores from the Test of English as a Foreign Language (TOEFL). The pattern of the relationships, both within assessment components and with external criterion measures, suggests that valid measures of spoken English proficiency are obtained. This result, combined with the high reproducibility of the ratings over encounters and SPs, supports the use of trained SPs to measure spoken English skills in a simulated medical environment.

  1. Variables Affecting Proficiency in English as a Second Language

    Science.gov (United States)

    Santana, Josefina C.; García-Santillán, Arturo; Escalera-Chávez, Milka Elena

    2017-01-01

    This study explores different variables leading to proficiency in English as a second language. Level of English on a placement exam taken upon entering a private university in Mexico was correlated to several variables. Additionally, participants (N = 218) were asked their perception of their own proficiency. A linear regression and a one-factor…

  2. Test Reviews: GEPT--General English Proficiency Test

    Science.gov (United States)

    Roever, Carsten; Pan, Yi-Ching

    2008-01-01

    The General English Proficiency Test (GEPT) was developed in 1999, commissioned by the Ministry of Education in Taiwan. The purpose of the test is to provide individuals with a gauge of their English language proficiency and assist employers and educational institutions in selection and placement. Also, it aims to encourage the study of English…

  3. English-for-Teaching: Rethinking Teacher Proficiency in the Classroom

    Science.gov (United States)

    Freeman, Donald; Katz, Anne; Garcia Gomez, Pablo; Burns, Anne

    2015-01-01

    The expansion of English teaching in state education systems places increasing demands on English language teachers and how they are trained. A major thrust of these efforts has focused on improving teachers' English language proficiency. This expectation is manifested in policy and pedagogical directives that teachers "teach English in…

  4. Proficiency in English as a second official language (ESOL) in ...

    African Journals Online (AJOL)

    The paper first presents a background to English as the international and global language and the second official language as well as the medium of instruction in Lesotho. It further discusses the meaning of proficiency in English and the rationale for teaching and learning English as well as using English as the medium of ...

  5. THE BANGLADESHI EMPLOYMENT SECTOR: EMPLOYER PERSPECTIVES CONCERNING ENGLISH PROFICIENCY

    Directory of Open Access Journals (Sweden)

    Rubina Khan

    2012-07-01

    Full Text Available Abstract: This paper presents a brief summary of a study which was carried out to investigate how employers representing major employment sectors in the Bangladeshi Industry view the skills and English proficiency level of the current employees. Opinions were also solicited on what skills are required for fresh recruits. Semi-structured interviews were conducted with 30 employers representing the major employment sectors in Bangladeshi Industry. Results revealed the importance of English as an indispensible means of communication in the Bangladeshi corporate sector and showed that the business enterprises use extensive amounts of English. It also highlighted that the existent English proficiency of the employees was far below the required proficiency level. Recommendations were made to address the gap and prepare the youth to meet the demands of the global market. Keywords: English proficiency, competency, employability skills, global literacy skills

  6. Manufacturing Industry Employers’ Perception of Graduates’ English Language Skills Proficiency

    Directory of Open Access Journals (Sweden)

    Manjet Kaur Mehar Singh

    2012-09-01

    Full Text Available Proficiency in English language skills among graduates that create advantages for the organization is preferred by prospective employers as one of the main criteria for employability.  This article provides an overview of undergraduates in higher education and also workplace literacy from the perspective of the employers in the manufacturing industry. The result from the research demonstrates that Malaysian manufacturing industry employers perceive that the graduate employees’ English language proficiency skills are still below their expectations. Therefore, this study recommends that there is a need for intervention into language teaching to improve the English language syllabus level of English proficiency at primary, secondary and tertiary level. At the same time, emphasis on the importance of English in everyday use should be inculcated without neglecting the national language of Malaysia.  This will ensure that the teaching of English will be in line with globalization and current workplace demands.

  7. English Learner Students' Readiness for Academic Success: The Predictive Potential of English Language Proficiency Assessment Scores in Arizona and Nevada. REL 2017-172

    Science.gov (United States)

    Haas, Eric; Tran, Loan; Huang, Min

    2016-01-01

    When is the right moment to transition an English learner student from part-time participation in English language development classes into full-time participation in mainstream English-only classes? English learner students should be moved into full-time mainstream English-only classes when they are sufficiently fluent in English to be able to…

  8. Language Learning Strategies and English Proficiency of Chinese University Students

    Science.gov (United States)

    Nisbet, Deanna L.; Tindall, Evie R.; Arroyo, Alan A.

    2005-01-01

    This study investigated the relationship between language learning strategy (LLS) preferences and English proficiency among Chinese university students. Oxford's (1990), Strategy Inventory for Language Learning (SILL) and an institutional version (ITP) of the Test of English as a Foreign Language (TOEFL) were administered to 168 third-year English…

  9. Language barriers to prescriptions for patients with limited English proficiency: a survey of pharmacies.

    Science.gov (United States)

    Bradshaw, Michael; Tomany-Korman, Sandra; Flores, Glenn

    2007-08-01

    Twenty-three million Americans have limited English proficiency. Language barriers can have major adverse consequences in health care, but little is known about whether pharmacies provide adequate care to patients with limited English proficiency. We sought to evaluate pharmacies' ability to provide non-English-language prescription labels, information packets, and verbal communication, and assess pharmacies' satisfaction with communication with patients who have limited English proficiency. We used a cross-sectional, mixed-methods survey of Milwaukee County, Wisconsin, pharmacies. Survey questions addressed sociodemographic and language-service characteristics of pharmacies. A pharmacist or technician at each pharmacy was asked 45 questions by telephone, fax, or mail. The main outcome measures were the ability of pharmacies to provide non-English-language prescription labels, information packets, and verbal communication; and pharmacy satisfaction with communication with patients who have limited English proficiency. Of 175 pharmacies, 73% responded. Forty-seven percent of the pharmacies never/only sometimes can print non-English-language prescription labels, 54% never/only sometimes can prepare non-English-language information packets, and 64% never/only sometimes can verbally communicate in non-English languages. Eleven percent use patients' family members/friends to interpret. Only 55% were satisfied with their communication with patients who have limited English proficiency. In multivariate analyses, community pharmacies had significantly lower odds of being able to verbally communicate in non-English languages, whereas pharmacies using telephone interpreting services had significantly higher odds. Pharmacies' suggestions for improving patient communication included continuing education, producing a chain-wide list of resources, hiring bilingual staff, using telephone interpreters, analyzing translation quality/accuracy of labels and information packets, and

  10. Disclosure of Information about English Proficiency: Preservice Teachers' Presumptions about English Language Learners

    Science.gov (United States)

    Cheatham, Gregory A.; Jimenez-Silva, Margarita; Wodrich, David L.; Kasai, Masahiro

    2014-01-01

    The purpose of this analog study was to determine if increased access to information about a hypothetical English Language Learner (ELL) students' language proficiency increased preservice teachers' recognition that limited English proficiency is the likely cause of student difficulties. We find that the provision of increasing levels of…

  11. INFLUENCE OF STUDENT ENGLISH UTILITY AND TEACHER EFFICACY ON ENGLISH PROFICIENCY OF HIGH SCHOOL STUDENTS

    Directory of Open Access Journals (Sweden)

    Ruth A. ORTEGA-DELA CRUZ

    2016-12-01

    Full Text Available Learning second language considers a number of factors that influence the manner in which the language is taught. Understanding of the learners’ goals and motivation for learning is one. Using descriptive-correlational research design, this study determined the influence of student English utility and teacher efficacy on the students’ English proficiency. A total of 101 students from first year to fourth year level served as the respondents of the study. The study quantified the students’ perception towards English utility and their evaluation of English teacher efficacy which employed a researcher-made survey questionnaire. Results revealed high positive perceptions of students towards English utility. Analysis of variance revealed significant differences in the perceptions of high school students on the efficacy of their English teachers. Correlation coefficients indicated a positive linear relationship among the given variables. The p-value revealed significant relationship of teacher efficacy (r = .691, p-value = .000 and English utility (r = .467, p-value = .000 to students’ English proficiency. Results of regression statistics revealed that English utility has no significant influence on the student English proficiency. Therefore, the main factor that must still be considered then should be the teacher. Finally, there is an explicit indication that high level of teachers’ efficacy performing in teaching has much powerful influence on the English proficiency of high school students. Thus improving the methods of teaching English provides a better way of motivating students to achieve higher levels of proficiency in the future.

  12. Second Language Proficiency Assessment and Program Evaluation.

    Science.gov (United States)

    Nunan, David

    A discussion of the role of second language proficiency assessment in the evaluation of language programs argues that for four reasons, the use of proficiency is inappropriate as a central element in evaluation. The reasons are: (1) the construct of proficiency has not been operationalized in a way that enables it to be used usefully; (2)…

  13. Predictors and Outcomes of Early vs. Later English Language Proficiency Among English Language Learners

    Science.gov (United States)

    Halle, Tamara; Hair, Elizabeth; Wandner, Laura; McNamara, Michelle; Chien, Nina

    2011-01-01

    The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children’s growth and development. PMID:22389551

  14. STRATEGIES OF MAINTAINING PROFICIENCY BY TEACHERS OF ENGLISH IN INDONESIA

    Directory of Open Access Journals (Sweden)

    Junaidi Mistar, Alfan Zuhairini

    2011-10-01

    Full Text Available The objectives of the present study are four-fold: (1 to identify the types of strategies to maintain proficiency used by teachers of English in Indonesia, (2 to know the intensity of use of the obtained strategy types, (3 to measure the inter-correlation in the use of the obtained strategy types, and (4 to investigate the effect of proficiency level on the use of maintaining strategies. The subjects were 93 teachers applying for S2 degree in 2010/2011 at the postgraduate program of the Islamic University of Malang. They were given two sets of instrument, a Likert-scale questionnaire of English proficiency maintaining strategies and a TOEFL test. Then, a factor analysis identified nine strategy categories, including language focusing, metacognitive and affective developing, reading and writing activating, language resource utilizing, cognitive processing, culture learning, social communicating, text analyzing, and radio listening strategies. These strategy types explained 63.84% of variances of maintaining strategies and they were used at high level of intensity. Moreover, the use of the nine strategy types were found to be inter-correlated with one another. Finally, no significant effect of proficiency level on strategy use was found, indicating that teachers with different level of proficiency reported using the same strategies of maintaining their proficiency.

  15. Manufacturing Industry Employers’ Perception of Graduates’ English Language Skills Proficiency

    OpenAIRE

    Manjet Kaur Mehar Singh; Julie Chuah Suan Choo

    2012-01-01

    Proficiency in English language skills among graduates that create advantages for the organization is preferred by prospective employers as one of the main criteria for employability.  This article provides an overview of undergraduates in higher education and also workplace literacy from the perspective of the employers in the manufacturing industry. The result from the research demonstrates that Malaysian manufacturing industry employers perceive that the graduate employees’ English languag...

  16. The TOEFL: Incomplete Test of English Proficiency.

    Science.gov (United States)

    Choy, Siew Chee; Davenport, Betty M.

    1986-01-01

    The ability to think in a foreign language is reflected more accurately in the ability to speak and write the language. Colleges and universities need to supplement the Test of English as a Foreign Language with tests of English conversation, specialized vocabulary, and written composition. (MLW)

  17. The Case for Teachers' Classroom English Proficiency

    Science.gov (United States)

    Freeman, Donald

    2017-01-01

    New conceptualizations of English are challenging traditional norms of what the language is, as well as how it is taught and by whom. These changes, coupled with the expansion of teaching English across the educational spectrum from younger grades to tertiary levels, present challenges to many national education systems. The role of teachers'…

  18. Estimating the Impact of the Massachusetts English Immersion Law on Limited English Proficient Students' Reading Achievement

    Science.gov (United States)

    Guo, Qian; Koretz, Daniel

    2013-01-01

    The large number of limited English proficient (LEP) children in U.S. schools and the uncertainty about the impact of bilingual education versus English immersion on their achievement warrant rigorous investigation of the effects of "English immersion laws." We estimated the impact of "Question 2", the Massachusetts English…

  19. Advisory Working Alliance, Perceived English Proficiency, and Acculturative Stress

    Science.gov (United States)

    Wei, Meifen; Tsai, Pei-Chun; Chao, Ruth Chu-Lien; Du, Yi; Lin, Shu-Ping

    2012-01-01

    The aim of this study was to examine the moderators of (a) general or cross-cultural advisory working alliances and (b) perceived English proficiency on the association between acculturative stress and psychological distress. A total of 143 East Asian international students completed an online survey. Results from a hierarchical regression…

  20. Vocabulary and Reading Performances of Redesignated Fluent English Proficient Students

    Science.gov (United States)

    Hwang, Jin Kyoung; Lawrence, Joshua Fahey; Collins, Penelope; Snow, Catherine

    2017-01-01

    In this article, the researchers examined general vocabulary, academic vocabulary, and reading comprehension growth trajectories of adolescent redesignated fluent English proficient (RFEP) students using individual growth modeling analysis. The sample included 1,226 sixth- to eighth-grade RFEP students from six middle schools in an urban school…

  1. Impact of English Proficiency on Academic Performance of International Students

    Science.gov (United States)

    Martirosyan, Nara M.; Hwang, Eunjin; Wanjohi, Reubenson

    2015-01-01

    Using an ex-post facto, non-experimental approach, this research examined the impact of English language proficiency and multilingualism on the academic performance of international students enrolled in a four-year university located in north central Louisiana in the United States. Data were collected through a self-reported questionnaire from 59…

  2. Standards-Based Classroom Assessments of English Proficiency: A Review of Issues, Current Developments, and Future Directions for Research

    Science.gov (United States)

    Llosa, Lorena

    2011-01-01

    With the United States' adoption of a standards-based approach to education, most attention has focused on the large-scale, high-stakes assessments intended to measure students' mastery of standards for accountability purposes. Less attention has been paid to the role of standards-based assessments in the classroom. The purpose of this paper is to…

  3. Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)

    Science.gov (United States)

    Wu, Chia-Pei; Lin, Huey-Ju

    2016-01-01

    This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test…

  4. Computer proficiency questionnaire: assessing low and high computer proficient seniors.

    Science.gov (United States)

    Boot, Walter R; Charness, Neil; Czaja, Sara J; Sharit, Joseph; Rogers, Wendy A; Fisk, Arthur D; Mitzner, Tracy; Lee, Chin Chin; Nair, Sankaran

    2015-06-01

    Computers and the Internet have the potential to enrich the lives of seniors and aid in the performance of important tasks required for independent living. A prerequisite for reaping these benefits is having the skills needed to use these systems, which is highly dependent on proper training. One prerequisite for efficient and effective training is being able to gauge current levels of proficiency. We developed a new measure (the Computer Proficiency Questionnaire, or CPQ) to measure computer proficiency in the domains of computer basics, printing, communication, Internet, calendaring software, and multimedia use. Our aim was to develop a measure appropriate for individuals with a wide range of proficiencies from noncomputer users to extremely skilled users. To assess the reliability and validity of the CPQ, a diverse sample of older adults, including 276 older adults with no or minimal computer experience, was recruited and asked to complete the CPQ. The CPQ demonstrated excellent reliability (Cronbach's α = .98), with subscale reliabilities ranging from .86 to .97. Age, computer use, and general technology use all predicted CPQ scores. Factor analysis revealed three main factors of proficiency related to Internet and e-mail use; communication and calendaring; and computer basics. Based on our findings, we also developed a short-form CPQ (CPQ-12) with similar properties but 21 fewer questions. The CPQ and CPQ-12 are useful tools to gauge computer proficiency for training and research purposes, even among low computer proficient older adults. © The Author 2013. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  5. 25 CFR 39.134 - How does a school identify a Limited English Proficient student?

    Science.gov (United States)

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false How does a school identify a Limited English Proficient....134 How does a school identify a Limited English Proficient student? A student is identified as limited English proficient (LEP) by using a nationally recognized scientifically research-based test. ...

  6. The Factors Affecting The Succes In English Proficiency Exams And Possible Contrubitions of The Internet

    OpenAIRE

    Ismail Hakki MIRICI

    2003-01-01

    It is a widely known fact that today, language proficiency exams are indispensable parts of our academic life. Especially, those who aim to achieve the objectives in an educational system are in need of declaring and proving that they have a good command of at least one foreign language-most commonly English. English proficiency exams such as FCE, CAE, IELTS and TOEFL are some of the most well-known commercial tests that assess four language skills and language competence of language users. I...

  7. Clinical teachers' perceptions of medical students' English language proficiency.

    Science.gov (United States)

    Chur-Hansen, A; Vernon-Roberts, J

    1998-07-01

    Medical educators from the Faculty of Medicine at the University of Adelaide, South Australia, have expressed reservations about the adequacy of some undergraduate medical students' English language proficiency for satisfactory academic and clinical performance. This study explores the occurrence and nature of the comments made in writing by clinical teachers about the English language proficiency of 568 students over a period of 4 years. The frequency and nature of the comments made by clinicians have important implications for the planning and implementation of pedagogical strategies to support non-English-speaking background medical students experiencing difficulties with their course due to language. Although the University of Adelaide has introduced initiatives in response to some of the problems that have been identified, it is recommended that any teaching interventions require careful evaluation through a longitudinal research design to ensure that their aims are being achieved.

  8. Theory and practice: Science for undergraduates of limited English proficiency

    Science.gov (United States)

    Rosenthal, Judith W.

    1993-06-01

    Between 1980 and 1990, the total number of Asian, Hispanic, American Indian, and foreign undergraduates increased by more than 50% at public and private, four-year and two-year colleges. Many of these students may be of limited English proficiency, suggesting that the traditional science lecture/lab format may need modification to incorporate the theory of second language acquisition as it pertains to the practice of content instruction. Various methods exist to improve science instruction for limited English proficient undergraduates. These included the adjunct and tutorial models, sheltered or bridge science instruction, faculty development, and science instruction in the students' native language. Any plan for science education reform at the collegiate level or for increasing minority participation in science must address the needs of the growing population of undergraduates who speak English as a second language.

  9. The English Proficiency of the Academics of the Teacher Training and Education Institutions

    Directory of Open Access Journals (Sweden)

    Ali Saukah

    2016-02-01

    Full Text Available The study is aimed at describing the general English proficiency level of the academics of Teacher Training and Education Institutions (LPTK's as indicated by their TOEFL scores. Specifically, the study is focused on finding out whether there is any difference among the academics' English proficiencies when they are grouped in terms of the geographic regions of their institutions and their fields of study. This study is also intended to reveal any possible relationship between the academics' English proficiency and their age. The results indicate that the English proficiency of the academics on the average is far below the average of that of the international students. The academics in West Java are the highest in their English proficiency, and the English group, as expected, has the best English proficiency. In addition, there is a negative correlation between English proficiency and age

  10. Oral proficiency assessment: the use of automatic speech ...

    African Journals Online (AJOL)

    The development and assessment of oral proficiency and listening comprehension is one of the most problematic aspects in language teaching, especially when the majority of testtakers are non-standard users of English. The main problems concern the feasibility of such testing and the need for reliable scoring. As far as ...

  11. An Institutional Approach to English Language Proficiency

    Science.gov (United States)

    Murray, Neil; Hicks, Margaret

    2016-01-01

    As the university student body becomes ever more diverse, the place and nature of English language provision is coming under unprecedented scrutiny and is the object of greater regulation. Today, more than ever before, institutions of higher education are being called to account for the way in which they support this diverse population in respect…

  12. Improving Students' English Speaking Proficiency in Saudi Public Schools

    Directory of Open Access Journals (Sweden)

    Heba Awadh Alharbi

    2015-01-01

    Full Text Available In English as a foreign language (EFL contexts, the absence of authentic language learning situations outside the classroom presents a significant challenge to improving students' English communication skills. Specific obstacles in the learning environment can also result in students’ limited use of English inside the classroom. These issues ultimately affect students’ English speaking capacity. Focusing on the Saudi EFL context, this paper attempted to identify the causes of Saudi students’ low proficiency in English communication and provide some recommendations to address these issues. The most significant findings of the paper were: (1 reforming specific Ministry of Education and Higher Education policies in Saudi Arabia is crucial; (2 the Saudi education system should reinforce the use of contemporary approaches to teaching that emphasise problem solving and critical thinking skills and put students in charge of their own learning; and (3 the ministry should consider converting some Saudi public schools into bilingual schools.

  13. Relationships among Preschool English Language Learner's Oral Proficiency in English, Instructional Experience and Literacy Development

    Science.gov (United States)

    Roberts, Theresa; Neal, Harriet

    2004-01-01

    Thirty-three preschool children who were learning English as a second language participated in 16 weeks of either comprehension-oriented or letter/rhyme-focused small group instruction. Pretests and posttests of book vocabulary, story comprehension, print concepts, letter naming, writing, rhyming, and English oral proficiency were given. Children…

  14. English Language Proficiency and Early School Attainment among Children Learning English as an Additional Language

    Science.gov (United States)

    Whiteside, Katie E.; Gooch, Debbie; Norbury, Courtenay F.

    2017-01-01

    Children learning English as an additional language (EAL) often experience lower academic attainment than monolingual peers. In this study, teachers provided ratings of English language proficiency and social, emotional, and behavioral functioning for 782 children with EAL and 6,485 monolingual children in reception year (ages 4-5). Academic…

  15. English Language Proficiency and Teacher Judgments of the Academic and Interpersonal Competence of English Language Learners

    Science.gov (United States)

    Freberg, Miranda E.

    2014-01-01

    The purpose of the study was to investigate how English language proficiency is related to teacher judgments of students' academic and interpersonal competence. It was hypothesized that English Language Learner (ELL) students would generally be perceived as having weaker academic and interpersonal skills than their non-ELL counterparts regardless…

  16. Effective Use of the Native Language with English in Vocational Education for Limited English Proficiency Students.

    Science.gov (United States)

    Menges, Patricia A.; Kelly, Michael G.

    Vocational education for limited English proficiency (LEP) students at Waubonsee Community College, Illinois, which includes a vocational English as a second language (VESL) course, is described, with examples from the tool training program. With state funding, the Waubonsee's LEP project for vocational education offers short-term, part-time…

  17. Disparities in Hypertension Associated with Limited English Proficiency.

    Science.gov (United States)

    Kim, Eun Ji; Kim, Taekyu; Paasche-Orlow, Michael K; Rose, Adam J; Hanchate, Amresh D

    2017-06-01

    Limited English proficiency (LEP) is associated with poor health status and worse outcomes. To examine disparities in hypertension between National Health and Nutrition Examination Survey (NHANES) respondents with LEP versus adequate English proficiency. Retrospective analysis of multi-year survey data. Adults 18 years of age and older who participated in the NHANES survey during the period 2003-2012. We defined participants with LEP as anyone who completed the NHANES survey in a language other than English or with the support of an interpreter. Using logistic regression, we estimated the odds ratio for undiagnosed or uncontrolled hypertension (systolic blood pressure (SBP) > 140 mmHg or diastolic blood pressure (DBP) > 90 mmHg) among LEP participants relative to those with adequate English proficiency. We adjusted for sociodemographic, acculturation-related, and hypertension-related variables. Fourteen percent (n = 3,269) of the participants had limited English proficiency: 12.4% (n = 2906) used a Spanish questionnaire and 1.6% (n = 363) used an interpreter to complete the survey in another language. Those with LEP had higher odds of elevated blood pressure on physical examination (adjusted odds ratio [AOR] = 1.47 [1.07-2.03]). This finding persisted among participants using an interpreter (AOR = 1.88 [1.15-3.06]) but not among those using the Spanish questionnaire (AOR = 1.32 [0.98-1.80]). In a subgroup analysis, we found that the majority of uncontrolled hypertension was concentrated among individuals with a known diagnosis of hypertension (AOR = 1.80 [1.16-2.81]) rather than those with undiagnosed hypertension (AOR = 1.14 [0.74-1.75]). Interpreter use was associated with increased odds of uncontrolled hypertension, especially among patients who were not being medically managed for hypertension (AOR = 6.56 [1.30-33.12]). In a nationally representative sample, participants with LEP were more likely to have poorly

  18. English language proficiency in South Africa at the turn of the ...

    African Journals Online (AJOL)

    The paper utilises the World Englishes paradigm to explore the issue of language proficiency: what type of English language proficiency will be most appropriate to South Africa at the start of the millennium? Three broad aspects of proficiency are proposed for further investigation, and in each case one particular area of ...

  19. The impact of teachers' limited English proficiency on English ...

    African Journals Online (AJOL)

    The importance of the role of language in teacher education programmes and in children's learning is crucial. This study focuses on the use of English as the language of learning and teaching and its impact on the language development of English second language (ESL) student teachers and ESL learners. Against the ...

  20. 76 FR 81958 - Notice of Submission of Proposed Information Collection to OMB; Limited English Proficiency...

    Science.gov (United States)

    2011-12-29

    ... URBAN DEVELOPMENT Notice of Submission of Proposed Information Collection to OMB; Limited English... translated materials and other programs that support the assistance of persons with limited English... Following Information Title of Proposal: Limited English Proficiency Initiative (LEPI) Program. OMB Approval...

  1. Defining English Language Proficiency for Malaysian Tertiary Education: Past, Present and Future Efforts

    Directory of Open Access Journals (Sweden)

    Chan Swee Heng

    2012-07-01

    Full Text Available Any attempt to define English language proficiency can never be divorced from the theories that describe the nature of language, language acquisition and human cognition. By virtue of such theories being socially constructed, the descriptions are necessarily value-laden. Thus, a definition of language proficiency can only, at best, be described as developmental, following changes that are linguistic, pragmatic, cultural and political. In defining English proficiency for tertiary education, the context is naturally also linked to the focus on university education. The argument has been that an ‘acceptable’ level of language competence of a university applicant is anything but constant. Tremendous social changes have seen traditional values of elitism in university education giving way to the ‘massification’ of education. As Kaplan and Baldauf (1997:257 affirms, “The principal problem in tertiary education is not declining literacy standards but rather it is about meeting changed societal, cultural and informational requirements and circumstances”. In the light of these changes, this paper attempts to trace influencing factors that help define an ‘acceptable’ level of English proficiency for Malaysian tertiary education. The paper examines past and present efforts of establishing an English language policy and assessment practice for tertiary education, and concludes with some views on future development that could evolve from the current indicative pursuits of establishing language learning and ability.

  2. The role of ESP courses in general English proficiency

    Directory of Open Access Journals (Sweden)

    Vesna Cigan

    2013-12-01

    Full Text Available The purpose of the present paper is the study of the interaction between learning English for Specific Purposes (ESP, in particular, English for the Financial Sector, and general English proficiency. The research examines the effects of an ESP course being taught for a year on the students' general English proficiency.Two sets of tests were prepared for that purpose and administered to 30 first-year students of finance and law. The students took the placement test twice, at the beginning and at the end of the school year. To monitor test performance over a research period, a parallel form measuring the same competences was administered at the beginning of the second semester. In the test development process a special consideration has been paid to the level of difficulty and its relation to the students' prior educational context. Drawing on the National State Matura exams the test is set at Common European Framework of Reference for Languages (CEFR Level B2. As regards its content the test is comprised of reading comprehension tasks (multiple matching, multiple-choice cloze, gapped text and grammar tasks aiming to examine lexical and grammatical competence.There were two major assumptions in this study: 1 Learning ESP can improve students' general English proficiency, and 2 There is a more substantial improvement in lexical competence as compared to the improvement in grammatical competence.There is strong evidence in support of the first hypothesis, whereas for the second one the results were ambiguous. After major findings are presented and discussed, implications for ESP teaching are given in closing.

  3. Investigating elementary school pupils’ proficiency in mastering English vocabulary

    Directory of Open Access Journals (Sweden)

    Diana Achmad

    2014-03-01

    Full Text Available English has been taught at elementary schools as one of the local content subjects. It is necessary to study English from an early age in order to achieve good mastery in it. To master English means to master the four skills in it and also the language aspects, including vocabulary. As one of the language aspects, vocabulary plays an important role in language learning. This study reports on pupils’ proficiency in mastering English vocabulary after three years of studying in elementary school. The writer chose 55 grade-four pupils of SD Methodist Banda Aceh as a sample for this study. They were given a vocabulary test related to reading and writing skills consisting of 26 items. The test was to be done in 20 minutes. After calculating the data, it was found that the mean score (x of the pupils was 69.5, with the highest score at 92.3 and the lowest score at 26.9. More than 50% of the pupils could answer the questions correctly in less than 20 minutes. Only 4 out of the 55 pupils answered the questions less than 50% correctly and no one answered 100% correct. According to these results, this study showed that the pupils achieved good proficiency in vocabulary.

  4. English Proficiency Tests and Communication Skills Training for Overseas-Qualified Health Professionals in Australia and New Zealand

    Science.gov (United States)

    Wette, Rosemary

    2011-01-01

    This commentary reviews recent literature on a number of problematic issues arising from the use of English proficiency tests by registration bodies as the sole assessment of the professional communication skills of overseas qualified health professionals from non-English-speaking backgrounds. It discusses differences between the assessment…

  5. Does English proficiency impact on health outcomes for inpatients undergoing stroke rehabilitation?

    Science.gov (United States)

    Davies, Sarah E; Dodd, Karen J; Tu, April; Zucchi, Emiliano; Zen, Stefania; Hill, Keith D

    2016-07-01

    To determine whether English proficiency and/or the frequency of interpreter use impacts on health outcomes for inpatient stroke rehabilitation. Retrospective case-control study. People admitted for inpatient stroke rehabilitation. A high English proficiency group comprised people with native or near native English proficiency (n = 80), and a low English proficiency group comprised people who preferred a language other than English (n = 80). Length of stay (LOS), discharge destination and Functional Independence Measure (FIM). The low English proficiency group showed a greater improvement in FIM from admission to discharge (p = 0.04). No significant differences were found between groups in LOS, discharge destination and number of encounters with allied health professionals. Increased interpreter usage improved FIM efficiency but did not significantly alter other outcomes. English proficiency does not appear to impact on health outcomes in inpatient rehabilitation with a primarily in-house professional interpreter service. However, there is a need for a larger powered study to confirm these findings. Implications for rehabilitation People with low English proficiency undergoing inpatient stroke rehabilitation in a setting with a primarily in-house professional interpreter service, achieved similar outcomes to those with high English proficiency irrespective of frequency of interpreter usage. A non-significant increase of 4 days length of stay was observed in the low English proficiency group compared to the high English proficiency group. For patients with low English proficiency, greater change in Functional Independence Measure efficiency scores was observed for those with higher levels of interpreter use relative to those with low interpreter use. Clinicians should optimise use of interpreters with patients with low English proficiency when possible.

  6. Telephone triage utilization among patients with limited English proficiency

    Directory of Open Access Journals (Sweden)

    Jane W. Njeru

    2017-11-01

    Full Text Available Abstract Background Communication between patients with limited English proficiency (LEP and telephone triage services has not been previously explored. The purpose of this study was to determine the utilization characteristics of a primary care triage call center by patients with LEP. Methods This was a retrospective cohort study of the utilization of a computer-aided, nurse-led telephone triage system by English proficiency status of patients empaneled to a large primary care practice network in the Midwest United States. Interpreter Services (IS need was used as a proxy for LEP. Results Call volumes between the 587 adult patients with LEP and an age-frequency matched cohort of English-Proficient (EP patients were similar. Calls from patients with LEP were longer and more often made by a surrogate. Patients with LEP received recommendations for higher acuity care more frequently (49.4% versus 39.0%; P < 0.0004, and disagreed with recommendations more frequently (30.1% versus 20.9%; P = 0.0004. These associations remained after adjustment for comorbidities. Patients with LEP were also less likely to follow recommendations (60.9% versus 69.4%; P = 0.0029, even after adjusting for confounders (adjusted odds ratio [AOR] = 0.65; 95% confidence interval [CI], 0.49, 0.85; P < 0.001. Conclusion Patients with LEP who utilized a computer-aided, nurse-led telephone triage system were more likely to receive recommendations for higher acuity care compared to EP patients. They were also less likely to agree with, or follow, recommendations given. Additional research is needed to better understand how telephone triage can better serve patients with LEP.

  7. Proficiency examination in English language: Needs analysis and methodological proposals

    Directory of Open Access Journals (Sweden)

    Maria Elizete Luz Saes

    2014-04-01

    Full Text Available The purpose of this work is to provide tools for reflections on some learning difficulties presented by students when they are submitted to English proficiency examinations, as well as to suggest some methodological proposals that can be implemented among didactic support groups, monitoring or in classrooms, by means of face-to-face or distance learning activities. The observations resulting from the performance presented by the students have motivated the preparation of this paper, whose theoretical assumptions are based on the needs analysis of the target audience, the exploration of oral and written discursive genres and the possibilities of interaction provided by technological mediation.

  8. Production of Routines in L2 English: Effect of Proficiency and Study-Abroad Experience

    Science.gov (United States)

    Taguchi, Naoko

    2013-01-01

    This preliminary study examined the effect of proficiency and study abroad experience on L2 learners' ability to produce routines. Participants were 64 Japanese students in an English-medium university in Japan. They were divided into three groups: Group 1 had lower proficiency with no study abroad experience, Group 2 had higher proficiency but no…

  9. Communication With Limited English-Proficient Families in the PICU.

    Science.gov (United States)

    Zurca, Adrian D; Fisher, Kiondra R; Flor, Remigio J; Gonzalez-Marques, Catalina D; Wang, Jichuan; Cheng, Yao I; October, Tessie W

    2017-01-01

    Health care disparities have been described for children of limited English-proficient (LEP) families compared with children of English-proficient (EP) families. Poor communication with the medical team may contribute to these worse health outcomes. Previous studies exploring communication in the PICU have excluded LEP families. We aimed to understand communication experiences and preferences in the 3 primary communication settings in the PICU. We also explored LEP families' views on interpreter use in the PICU. EP and Spanish-speaking LEP families of children admitted to the PICU of a large tertiary pediatric hospital completed surveys between 24 hours and 7 days of admission. A total of 161 of 184 families were surveyed (88% response rate); 52 were LEP and 109 EP. LEP families were less likely to understand the material discussed on rounds (odds ratio [OR] 0.32, 95% confidence interval [CI] 0.11-0.90), to report that PICU nurses spent enough time speaking with them (OR 0.15, 95% CI 0.05-0.41), and to report they could rely on their nurses for medical updates (OR 0.07, 95% CI 0.02-0.25) controlling for covariates, such as education, insurance type, presence of a chronic condition, PICU length of stay, and mortality index. LEP families reported 53% of physicians and 41% of nurses used an interpreter "often." Physician and nurse communication with LEP families is suboptimal. Communication with LEP families may be improved with regular use of interpreters and an increased awareness of the added barrier of language proficiency. Copyright © 2017 by the American Academy of Pediatrics.

  10. Predicting the language proficiency of Chinese student pilots within American airspace: Single-task versus dual-task English-language assessment

    Science.gov (United States)

    Noble, Clifford Elliott, II

    2002-09-01

    The problem. The purpose of this study was to investigate the ability of three single-task instruments---(a) the Test of English as a Foreign Language, (b) the Aviation Test of Spoken English, and (c) the Single Manual-Tracking Test---and three dual-task instruments---(a) the Concurrent Manual-Tracking and Communication Test, (b) the Certified Flight Instructor's Test, and (c) the Simulation-Based English Test---to predict the language performance of 10 Chinese student pilots speaking English as a second language when operating single-engine and multiengine aircraft within American airspace. Method. This research implemented a correlational design to investigate the ability of the six described instruments to predict the mean score of the criterion evaluation, which was the Examiner's Test. This test assessed the oral communication skill of student pilots on the flight portion of the terminal checkride in the Piper Cadet, Piper Seminole, and Beechcraft King Air airplanes. Results. Data from the Single Manual-Tracking Test, as well as the Concurrent Manual-Tracking and Communication Test, were discarded due to performance ceiling effects. Hypothesis 1, which stated that the average correlation between the mean scores of the dual-task evaluations and that of the Examiner's Test would predict the mean score of the criterion evaluation with a greater degree of accuracy than that of single-task evaluations, was not supported. Hypothesis 2, which stated that the correlation between the mean scores of the participants on the Simulation-Based English Test and the Examiner's Test would predict the mean score of the criterion evaluation with a greater degree of accuracy than that of all single- and dual-task evaluations, was also not supported. The findings suggest that single- and dual-task assessments administered after initial flight training are equivalent predictors of language performance when piloting single-engine and multiengine aircraft.

  11. PROFICIENCY IN ENGLISH AND CAREER OPPORTUNITIES IN THE LABOUR MARKET

    Directory of Open Access Journals (Sweden)

    SIMION MINODORA OTILIA

    2013-08-01

    Full Text Available The technological development, the growing economic globalization and the majordemographic shifts have brought about the need for a global language. In international business, travel, scienceand technology, education, immigration, academia, diplomacy and entertainment, English is the dominantlanguage, being spoken by over one billion people. English is used inside and outside the professionalenvironment, both for communication in global business and for communication in social networks, butproficiency in English can definitely enhance people’s career opportunities both if they look for a job in thecountry or plan to go abroad to find employment. It may determine a division among those who have access toinformation and prosperity and those who don’t. In the future not just wealth but also the way it is created willhave a great impact on people’s increasing communicative needs of international languages. It is obvious thenthat more and more people will need proficiency in English ,both as a language for international communicationand as the basis for constructing cultural identities .

  12. 76 FR 66318 - Announcement of Funding Awards; Limited English Proficiency Initiative Program (LEPI), Fiscal...

    Science.gov (United States)

    2011-10-26

    ... URBAN DEVELOPMENT Announcement of Funding Awards; Limited English Proficiency Initiative Program (LEPI... funding under the Notice of Funding Availability (NOFA) for the Limited English Proficiency Initiative... INFORMATION: Executive Order 13166 signed in August 2000 requires all federal agencies to improve access to...

  13. The Effect of English Proficiency and Ethnicity on Academic Performance and Progress

    Science.gov (United States)

    Green, James A.

    2015-01-01

    Non-local ethnicity or nationality and lower English proficiency have been linked with poor performance in health professional education. This study sought to compare the relative contributions of ethnicity and English proficiency, and to do so in a context where students had not been selected via interviews or some other proxy for language…

  14. Empirical Profiles of Academic Oral English Proficiency from an International Teaching Assistant Screening Test

    Science.gov (United States)

    Choi, Ikkyu

    2017-01-01

    Language proficiency constitutes a crucial barrier for prospective international teaching assistants (ITAs). Many US universities administer screening tests to ensure that ITAs possess the required academic oral English proficiency for their TA duties. Such ITA screening tests often elicit a sample of spoken English, which is evaluated in terms of…

  15. Language Learning Strategies and English Proficiency: Interpretations from Information-Processing Theory

    Science.gov (United States)

    Rao, Zhenhui

    2016-01-01

    The research reported here investigated the relationship between students' use of language learning strategies and their English proficiency, and then interpreted the data from two models in information-processing theory. Results showed that the students' English proficiency significantly affected their use of learning strategies, with high-level…

  16. Modeling the language learning strategies and English language proficiency of pre-university students in UMS: A case study

    Science.gov (United States)

    Kiram, J. J.; Sulaiman, J.; Swanto, S.; Din, W. A.

    2015-10-01

    This study aims to construct a mathematical model of the relationship between a student's Language Learning Strategy usage and English Language proficiency. Fifty-six pre-university students of University Malaysia Sabah participated in this study. A self-report questionnaire called the Strategy Inventory for Language Learning was administered to them to measure their language learning strategy preferences before they sat for the Malaysian University English Test (MUET), the results of which were utilised to measure their English language proficiency. We attempted the model assessment specific to Multiple Linear Regression Analysis subject to variable selection using Stepwise regression. We conducted various assessments to the model obtained, including the Global F-test, Root Mean Square Error and R-squared. The model obtained suggests that not all language learning strategies should be included in the model in an attempt to predict Language Proficiency.

  17. Awareness and utilization of emergency medical services by limited English proficient caregivers of pediatric patients.

    Science.gov (United States)

    Subramaniam, Mydili R; Mahajan, Prashant V; Knazik, Stephen R; Giblin, Paul T; Thomas, Ronald; Kannikeswaran, Nirupama

    2010-01-01

    Previous studies have shown that limited-English-proficient (LEP) patients are less likely to utilize health care services. Objective. To assess the knowledge and perceived barriers to utilization of emergency medical services (EMS) by LEP caregivers of children served by an urban EMS system. We prospectively surveyed a convenience sample of caregivers of children presenting to the emergency department (ED) from January to December 2008. Caregivers were identified as LEP using their response to the U.S. Census question ;;How well do you speak English?'' Caregivers were assigned to one of three cohorts: 1) LEP Spanish- and Arabic-speaking caregivers (n = 50), 2) proficient-in-English (PE) Spanish- and Arabic-speaking caregivers (n = 50), and (3) native English-speaking (NES) caregivers (n = 100). We collected data on EMS awareness and perceived barriers to EMS utilization using a written survey administered in the caregivers' preferred language (English, Spanish, or Arabic). We used descriptive methods to summarize sample characteristics and comparative methods (chi-square test, analysis of variance [ANOVA], and t-test) to compare group differences. There were no differences in the patient age groups, triage categories, caregiver age, and payer status among the three groups. The LEP caregivers were less aware of EMS (93% NES vs. 94% PE vs. 60% LEP; p caregivers were unaware of the telephone number to call for EMS. Concerns about inability to communicate with the operator and cost were cited by the LEP caregivers as the main barriers to EMS utilization. Caregivers with limited English proficiency are less aware of and are less likely to utilize EMS for their children. Barriers to utilization include concerns of cost and communication with the operator.

  18. English language proficiency and academic performance: A study of a medical preparatory year program in Saudi Arabia.

    Science.gov (United States)

    Kaliyadan, Feroze; Thalamkandathil, Nazer; Parupalli, Srinivas Rao; Amin, Tarek Tawfik; Balaha, Magdy Hassan; Al Bu Ali, Waleed Hamad

    2015-01-01

    All medical schools in Saudi Arabia have English as the primary official medium of instruction. Most of the high school education, however, is delivered in Arabic and hence the transition to an English based learning environment tends to be difficult for some students. Our study aims to correlate English language proficiency with academic performance among medical students in their preparatory year. A cross-sectional study design was used. Test scores of 103 preparatory year students (54 female and 49 male) were analyzed after the students completed an English language course and medical introductory course in their preparatory year. The total score obtained in the English course assessment was compared to each component of the medical content assessment. A significantly positive correlation (Spearman's Rho, at 0.01 levels) was seen between the scores of the English exam and the written exam (P English exam score was not obtained for the other components of the medical assessment, namely; student assignments, presentations and portfolios. English language proficiency is an important factor in determining academic proficiency of medical students in our college at the preparatory year level.

  19. Time to Proficiency for Hispanic English Learner Students in Texas. REL 2018-280

    Science.gov (United States)

    Slama, Rachel; Molefe, Ayrin; Gerdeman, Dean; Herrera, Angelica; Brodziak de los Reyes, Iliana; August, Diane; Cavazos, Linda

    2017-01-01

    English learner students are challenged by the difficult task of learning English concurrently with learning content in areas such as reading and math. English learner students who have not attained proficiency in English or learned core course content by the middle and upper grades may not have the requisite skills to enroll in courses required…

  20. Proficient beyond borders: assessing non-native speakers in a native speakers’ framework

    Directory of Open Access Journals (Sweden)

    Johanna Fleckenstein

    2016-11-01

    Full Text Available Abstract Background English language proficiency is considered a basic skill that students from different language backgrounds are expected to master, independent of whether they are native or non-native speakers. Tests that measure language proficiency in non-native speakers are typically linked to the common European framework of reference for languages. Such tests, however, often lack the criteria to define a practically relevant degree of proficiency in English. We approach this deficit by assessing non-native speakers’ performance within a native speakers’ framework. Method Items from two English reading assessments—the Programme for International Student Assessment (PISA and the National Assessment (NA for English as a foreign language in Germany—were administered to N = 427 German high school students. Student abilities were estimated by drawing plausible values in a two-dimensional Rasch model. Results Results show that non-native speakers of English generally underperformed compared to native speakers. However, academic track students in the German school system achieved satisfactory levels of proficiency on the PISA scale. Linking the two scales showed systematic differences in the proficiency level classifications. Conclusion The findings contribute to the validation and international localization of NA standards for English as a foreign language. Practical implications are discussed with respect to policy-defined benchmarks for the successful participation in a global English-speaking society.

  1. The use of TOEFL to measure a change in English proficiency

    OpenAIRE

    Ockey, Gary J.

    1999-01-01

    This study investigates the use of TOEFL as an instrument for measuring change in English language proficiency of graduate students at the International University of Japan. The data, which was analyzed, included entry and exit TOEFL scores of 181 students who participated in the nine-week Intensive English Program during one of the summers between 1994 and 1997. The results suggest that TOEFL scores can be used to show a change in English language proficiency for the students as a group, but...

  2. Home and Community Language Proficiency in Spanish-English Early Bilingual University Students.

    Science.gov (United States)

    Schmidtke, Jens

    2017-10-17

    This study assessed home and community language proficiency in Spanish-English bilingual university students to investigate whether the vocabulary gap reported in studies of bilingual children persists into adulthood. Sixty-five early bilinguals (mean age = 21 years) were assessed in English and Spanish vocabulary and verbal reasoning ability using subtests of the Woodcock-Muñoz Language Survey-Revised (Schrank & Woodcock, 2009). Their English scores were compared to 74 monolinguals matched in age and level of education. Participants also completed a background questionnaire. Bilinguals scored below the monolingual control group on both subtests, and the difference was larger for vocabulary compared to verbal reasoning. However, bilinguals were close to the population mean for verbal reasoning. Spanish scores were on average lower than English scores, but participants differed widely in their degree of balance. Participants with an earlier age of acquisition of English and more current exposure to English tended to be more dominant in English. Vocabulary tests in the home or community language may underestimate bilingual university students' true verbal ability and should be interpreted with caution in high-stakes situations. Verbal reasoning ability may be more indicative of a bilingual's verbal ability.

  3. The impact of teachers' limited english proficiency on english second language learners in South African schools

    Directory of Open Access Journals (Sweden)

    Norma Nel

    2010-01-01

    Full Text Available The importance of the role of language in teacher education programmes and in children's learning is crucial. This study focuses on the use of English as the language of learning and teaching and its impact on the language development of English second language (ESL student teachers and ESL learners. Against the background of major theories in second language (L2 acquisition and learning, this topic is contextualized within the South African education system. An empirical inquiry was carried out in which portfolios (evidence of practical teaching including lesson plans and learners' work submitted by final year student teachers enrolled at a large distance teaching university for the Advanced Certificate in Education: Inclusive Education were scrutinised. A comparison of teacher and learner written errors was made. Based on the findings, a questionnaire was designed to determine the extent of the impact of teachers' limited English proficiency on learners' English proficiency. The findings of the questionnaire responses are presented. Recommendations are made on how student teachers can improve their teaching practice to ensure quality ESL teacher input and ESL learner performance.

  4. Improving English Listening Proficiency: The Application of ARCS Learning-Motivational Model

    Science.gov (United States)

    Zhang, Jianfeng

    2015-01-01

    Language learning motivation is one of vital factors which strongly correlates to the success in second language acquisition. Listening proficiency, as one of the basic language abilities, is paid much attention in English instruction, but presently the college English listening teaching is a weak link in English language teaching in China, which…

  5. Reading Strategies Employed by University Business English Majors with Different Levels of Reading Proficiency

    Science.gov (United States)

    Chen, Jun; Intaraprasert, Channarong

    2014-01-01

    The purpose of this study was to investigate the use of reading strategies by the university Business English majors in relation to their levels of reading proficiency. The participants were 926 university Business English majors from 6 universities in southwest China. The Strategy Questionnaire for Business English Reading (SQBER) and the…

  6. Integrating Scaffolding Strategies into Technology-Enhanced Assessments of English Learners: Task Types and Measurement Models

    Science.gov (United States)

    Wolf, Mikyung Kim; Guzman-Orth, Danielle; Lopez, Alexis; Castellano, Katherine; Himelfarb, Igor; Tsutagawa, Fred S.

    2016-01-01

    This article investigates ways to improve the assessment of English learner students' English language proficiency given the current movement of creating next-generation English language proficiency assessments in the Common Core era. In particular, this article discusses the integration of scaffolding strategies, which are prevalently utilized as…

  7. Defining English Language Proficiency for Malaysian Tertiary Education: Past, Present and Future Efforts

    Science.gov (United States)

    Heng, Chan Swee

    2012-01-01

    Any attempt to define English language proficiency can never be divorced from the theories that describe the nature of language, language acquisition and human cognition. By virtue of such theories being socially constructed, the descriptions are necessarily value-laden. Thus, a definition of language proficiency can only, at best, be described as…

  8. Does Language Proficiency Modulate Oculomotor Control? Evidence from Hindi-English Bilinguals

    Science.gov (United States)

    Singh, Niharika; Mishra, Ramesh Kumar

    2012-01-01

    Though many previous studies have reported enhanced cognitive control in bilinguals, few have investigated if such control is modulated by language proficiency. Here, we examined the inhibitory control of high and low proficient Hindi-English bilinguals on an oculomotor Stroop task. Subjects were asked to make a saccade as fast as possible towards…

  9. EMPLOYERS’ VIEWS ON IMPORTANCE OF ENGLISH PROFICIENCY AND COMMUNICATION SKILL FOR EMPLOYABILITY IN MALAYSIA

    National Research Council Canada - National Science Library

    Su-Hie Ting; Ernisa Marzuki; Kee-Man Chuah; Jecky Misieng; Collin Jerome

    2017-01-01

    Employability of graduates is a concern in many countries, including Malaysia, and the high unemployment rate among graduates is often attributed to their lack of English proficiency and communication skills...

  10. Relating input factors and dual language proficiency in French-English bilingual children

    OpenAIRE

    Cohen, Cathy

    2014-01-01

    International audience; The input factors that may cause variation in bilingual proficiency were investigated in 38 French-English bilinguals aged six to eight, of middle to high socio-economic status, attending an international state school in France. Data on children’s current and cumulative language exposure and family background were collected through questionnaires given to parents and children. Language proficiency was measured using the standardised French and English versions of the P...

  11. Identity processing styles and language proficiency among Persian learners of English as a foreign language.

    Science.gov (United States)

    Razmjoo, Seyyed Ayatollah; Neissi, Sina

    2010-12-01

    The relationship between identity processing styles and language proficiency in English as foreign language (EFL) was investigated among the Persian EFL learners. 266 Persian candidates taking part in a Ph.D. examination at Shiraz University took part. The Language Proficiency Test was used to measure language proficiency in English. The Identity Styles Inventory was used to measure normative, informational, and diffuse-avoidant identity processing styles. Relationships between normative and informational styles and language proficiency and its subscales (grammar, vocabulary, and reading) were positive and significant. Negative relationships between diffuse-avoidant style and language proficiency and its subscales (grammar, vocabulary, and reading) were observed. There were significant sex differences for diffuse-avoidant style and for vocabulary.

  12. Age at Arrival, English Proficiency, and Social Assimilation Among U.S. Immigrants.

    Science.gov (United States)

    Bleakley, Hoyt; Chin, Aimee

    2010-01-01

    Are U.S. immigrants' English proficiency and social outcomes the result of their cultural preferences, or of more fundamental constraints? Using 2000 Census microdata, we relate immigrants' English proficiency, marriage, fertility and residential location variables to their age at arrival in the U.S., and in particular whether that age fell within the "critical period" of language acquisition. We interpret the differences between younger and older arrivers as effects of English-language skills and construct an instrumental variable for English-language skills. Two-stage-least-squares estimates suggest that English proficiency increases the likelihood of divorce and intermarriage. It decreases fertility and, for some, ethnic enclave residence. (JEL J24, J12, J13, J61).

  13. English Language Proficiency and Progress: Students Receiving English for Speakers of Other Languages Services from 2012 to 2014

    Science.gov (United States)

    Zhao, Huafang; Maina, Nyambura

    2015-01-01

    This is one of several studies conducted by the Office of Shared Accountability that evaluated students identified as eligible for English for Speakers of Other Languages (ESOL) services in Montgomery County (Maryland) Public Schools (MCPS). This study has two major purposes: (1) to examine English proficiency levels and progress in English…

  14. Correlation between Low-Proficiency in English and Negative Perceptions of What It Means to Be an English Speaker

    Science.gov (United States)

    Gill, Kavarljit Kaur; Williams, Andrew N.

    2013-01-01

    Learning another language is very much affected by positive or negative connotations attached to the new language by the language learner. Entering Malaysian public universities there are many students with a low proficiency in English, despite spending eleven years studying English in schools. Could it be that the lack of progress among these…

  15. Students’ Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania

    Directory of Open Access Journals (Sweden)

    Lazarus Ndiku Makewa

    2013-07-01

    Full Text Available This paper looked at students’ perceived level of English proficiency among Dodoma secondary schools in Tanzania. Factors like attitude, anxiety, classroom activities, motivation, and learning resources were considered as influencing English learning. The study was guided by three theories: Input Hypothesis, Inter-language and Vygotsky’s theory of value. Correlation design was used to describe the association between the student and teacher-related factors and students’ perceived level of English proficiency. Purposive sampling was used to select 300 form three students. Questionnaires were used to collect data from the participants. Reliability of the research instrument was determined by conducting a pilot study. Pearson Descriptive statistics and Kendall’s Tau-b were used to analyze the data. The study revealed that the students’ perceived level of proficiency in spoken English was average. The findings indicated a significant positive correlation between perceived English proficiency and attitude toward the English language, classroom activities, teacher motivation, and classroom environment. It is suggested that further studies integrate qualitative research methods to the research design in order to get an in-depth understanding of students’ perception on English proficiency.

  16. STRATEGIES OF LEARNING SPEAKING SKILL BY INDONESIAN LEARNERS OF ENGLISH AND THEIR CONTRIBUTION TO SPEAKING PROFICIENCY

    Directory of Open Access Journals (Sweden)

    JUNAIDI MISTAR

    2014-07-01

    Full Text Available This paper was a subset report of a research project on skill-based English learning strategies by Indonesian EFL learners. It focusses on the at- tempts to reveal: (1 the differences in the use of strategies of learning speaking skill by male and female learners, and (2 the contribution of strategies of learning speaking skill on the learners’ speaking proficiency. The data from 595 second year senior high school students from eleven schools in East Java, Indonesia were collected using a 70 item questionnaire of Oral Communication Learning Strategy (OCLS and a 10 item self-assessment of speaking proficiency. The statistical analysis revealed that gender provided significant effects on the intensity of use of six types of strategies of learning speaking skill – interactional-maintenance, self-evaluation, fluency-oriented, time gaining, compensation, and interpersonal strategies – with female learners reporting higher intensity of use. A further analysis found that four strategy types – interactional-maintenance, self-improvement, compensation, and memory strategies – greatly contribute to the speaking proficiency. These findings imply that strategies-based instruction, covering the four most influential strategies, needs to be integrated explicitly in the speaking class to help learners, particularly male learners, cope with problems in learning speaking skill.

  17. Self and Teacher Assessment as Predictors of Proficiency Levels of Turkish EFL Learners

    Science.gov (United States)

    Ünaldi, Ihsan

    2016-01-01

    Although self-assessment of foreign language skills is not a new topic, it has not yet been widely explored in the Turkish English as a Foreign Language (EFL) context. The current study investigates the potential of self-assessment of foreign language skills in determining proficiency levels of Turkish learners of EFL: 239 learners participated in…

  18. Facilitating the Use of Assistive Technology by Special Education Students with Limited English Proficiency. Final Report.

    Science.gov (United States)

    Education Turnkey Systems, Inc., Falls Church, VA.

    Results are presented of a federally funded project that identified new communication aids, software, and assistive technologies that can be used in special education with students who are limited English proficient. The research was conducted in learning centers that use the comprehensive Competencies Program (CCP) English-as-a-Second-Language…

  19. The role of computer use and English proficiency in gender wage inequality

    DEFF Research Database (Denmark)

    Chen, Long Hwa; Chen, Hsin-Fan

    2007-01-01

    This paper uses the Blinder-Oaxaca decomposition and accounts for potential identification bias in order to shed light on the role of computer use as well as English ability on the gender wage differential in Taiwan. The results show that both computer use and English proficiency benefit female...

  20. Communication Strategies Used by Pre-Service English Teachers of Different Proficiency Levels

    Science.gov (United States)

    Castro Garcés, Angela Yicely; López Olivera, Silvio Fabián

    2014-01-01

    This paper reports on the findings of a research study carried out in the Bachelor of Arts in English program of study at a Colombian university. It aims at identifying the communication strategies used by four pre-service English teachers with A2 and B2 levels of language proficiency and, also, at examining how these communication strategies…

  1. The Correlation between Learner Autonomy and English Proficiency of Indonesian EFL College Learners

    Science.gov (United States)

    Myartawan, I. Putu Ngurah Wage; Latief, Mohammad Adnan; Suharmanto

    2013-01-01

    The present study aimed to investigate the correlation between learner autonomy psychologically defined in the study as a composite of behavioral intentions to do autonomous learning and self-efficacy in relation to autonomous learning, and English proficiency. The sample comprised 120 first semester English-majored students of a state university…

  2. English Proficiency and Competency Background of Social Science and Humanities Students

    Science.gov (United States)

    Pelayo, Jose Maria G., III; Kutschera, P. C.; Capili, Claire Ann P.

    2014-01-01

    The study focuses on the background of Social Science and Humanities students (specifically in the course General Psychology) on their English education and competence. This research aims to identify the common factors of these students in terms of their English Proficiency. The students will answer survey questions that will give us information…

  3. 76 FR 65742 - Notice of Submission of Proposed Information Collection to OMB; Limited English Proficiency...

    Science.gov (United States)

    2011-10-24

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT Notice of Submission of Proposed Information Collection to OMB; Limited English... transmission of data. Title of Proposal: Limited English Proficiency Initiative Program Reporting. OMB Control...

  4. The Complex Relationship between Bilingual Home Language Input and Kindergarten Children's Spanish and English Oral Proficiencies

    Science.gov (United States)

    Cha, Kijoo; Goldenberg, Claude

    2015-01-01

    This study examined how emergent bilingual children's English and Spanish proficiencies moderated the relationships between Spanish and English input at home (bilingual home language input [BHLI]) and children's oral language skills in each language. The sample comprised over 1,400 Spanish-dominant kindergartners in California and Texas. BHLI was…

  5. Students' Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania

    Science.gov (United States)

    Makewa, Lazarus Ndiku; Role, Elizabeth; Tuguta, Ellen

    2013-01-01

    This paper looked at students' perceived level of English proficiency among Dodoma secondary schools in Tanzania. Factors like attitude, anxiety, classroom activities, motivation, and learning resources were considered as influencing English learning. The study was guided by three theories: Input Hypothesis, Inter-language and Vygotsky's theory of…

  6. Teachers' Code-Switching in Classroom Instructions for Low English Proficient Learners

    Science.gov (United States)

    Ahmad, Badrul Hisham; Jusoff, Kamaruzaman

    2009-01-01

    Due to the alarming signals of declining proficiency level among English Language learners in Malaysia, this study set out to learn more about the learners' perceptions of the teachers' code-switching in English Language classrooms. The objectives of this study were to investigate: a) learners' perceptions of teachers' code-switching, b) the…

  7. A Psychoeducational Group for Limited-English Proficient Latino/Latina Children

    Science.gov (United States)

    Villalba, Jose A.

    2003-01-01

    Latino/Latina children who are considered to be limited-English proficient may be unwilling participants in unique and difficult personal and school-related experiences. The inherent differences in their native culture and language may lead to special academic placements in English-as-a-second-language programs. Participation in a…

  8. Test Review: Review of the Certificate of Proficiency in English (CPE) Speaking Test

    Science.gov (United States)

    Macqueen, Susy; Harding, Luke

    2009-01-01

    In 2002 the University of Cambridge Local Examinations Syndicate (UCLES) implemented a revised version of the Certificate of Proficiency in English (CPE). CPE, which is the highest level of the Main Suite of Cambridge ESOL exams, comprises five modules, "Reading," "Writing," "Use of English," "Listening" and "Speaking," the latter of which is the…

  9. Taking Limited English Proficient Adults into Account in the Federal Adult Education Funding Formula

    Science.gov (United States)

    Capps, Randy; Fix, Michael; McHugh, Margie; Lin, Serena Yi-Ying

    2009-01-01

    This new report by Migration Policy Institute's (MPI's) National Center on Immigrant Integration Policy examines the funding formula used to distribute Workforce Investment Act (WIA) Title II federal funds for adult education, literacy, and English as a Second Language instruction. Though all adults with limited English proficiency (LEP) are…

  10. Recommending a minimum English proficiency standard for entry-level nursing.

    Science.gov (United States)

    O'Neill, Thomas R; Marks, Casey; Wendt, Anne

    2005-01-01

    The purpose of this research was to provide sufficient information to the National Council of State Boards of Nursing (NCSBN) to make a defensible recommended passing standard for English proficiency. This standard was based upon the Test of English as a Foreign Language (TOEFL). A large panel of nurses and nurse regulators (N = 25) was convened to determine how much English proficiency is required to be minimally competent as an entry-level nurse. Two standard setting procedures were combined to produce recommendations for each panelist. In conjunction with collateral information, these recommendations were reviewed by the NCSBN Examination Committee, which decided upon an NCSBN recommended standard, a TOEFL score of 220.

  11. Initial Spanish Proficiency and English Language Development among Spanish-Speaking English Learner Students in New Mexico. REL 2018-286

    Science.gov (United States)

    Arellano, Brenda; Liu, Feng; Stoker, Ginger; Slama, Rachel

    2018-01-01

    To what extent do Spanish-speaking English learner students develop English proficiency and grade-level readiness in English language arts and math from early elementary school to upper elementary school? Is there a relationship between proficiency in a student's primary home language, Spanish, and the amount of time needed to attain fluency in…

  12. Health Literacy and the Disenfranchised: The Importance of Collaboration Between Limited English Proficiency and Health Literacy Researchers

    OpenAIRE

    McKee, Michael M.; Paasche-Orlow, Michael

    2012-01-01

    Inadequate health literacy and limited English proficiency are associated with poor health care access and outcomes. Despite what appears to be an interaction phenomenon—whereby the rate of inadequate health literacy is particularly high among limited English proficiency populations—researchers in health literacy and limited English proficiency rarely collaborate. As a result, few health literacy instruments and interventions have been developed or validated for smaller linguistic populations...

  13. Improving Students' English Speaking Proficiency in Saudi Public Schools

    National Research Council Canada - National Science Library

    Heba Awadh Alharbi

    2015-01-01

    In English as a foreign language (EFL) contexts, the absence of authentic language learning situations outside the classroom presents a significant challenge to improving students' English communication skills...

  14. Do the AZELLA Cut Scores Meet the Standards? A Validation Review of Arizona English Language Learner Assessment

    Science.gov (United States)

    Florez, Ida Rose

    2010-01-01

    The Arizona English Language Learners Assessment (AZELLA) is used by the Arizona Department of Education to determine which children should receive English support services. AZELLA results are used to determine if children are either proficient in English or have English language skills in one of four pre-proficient categories (pre-emergent,…

  15. Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong.

    Science.gov (United States)

    Yeung, Susanna S; Chan, Carol K K

    2013-12-01

    Learning to read is very challenging for Hong Kong children who learn English as a second language (ESL), as they must acquire two very different writing systems, beginning at the age of three. Few studies have examined the role of phonological awareness at the subsyllabic levels, oral language proficiency, and L1 tone awareness in L2 English reading among Hong Kong ESL kindergarteners. This study aims to investigate L1 and L2 phonological awareness and oral language proficiency as predictors of English reading among children with Chinese as L1. One hundred and sixty-one typically developing children with a mean age of 5.16 (SD=.35) selected from seven preschools in Hong Kong. Participants were assessed for English reading, English and Chinese phonological awareness at different levels, English oral language skills, and letter naming ability. Hierarchical regression analyses indicated that both oral language proficiency and phonological awareness measures significantly predicted L2 word reading, when statistically controlled for age and general intelligence. Among various phonological awareness units, L2 phonemic awareness was the best predictor of L2 word reading. Cross-language transfer was shown with L1 phonological awareness at the tone level, uniquely predicting L2 word reading. The present findings show the important role of phonological awareness at the subsyllabic levels (rime and phoneme) and oral language proficiency in the course of L2 reading development in Chinese ESL learners. The significant contribution of L1 tone awareness to L2 reading suggests that phonological sensitivity is a general competence that ESL children need to acquire in early years. The findings have significant implications for understanding L2 reading development and curriculum development. © 2012 The British Psychological Society.

  16. Language Learning Strategies Used By Different English Proficiency Students Of State Senior High School 3 Malang

    OpenAIRE

    EMANTO, YUANITA

    2013-01-01

    English is one of International languages in the world and mainly used in International forums. Because of its importance, Indonesian government decides to make English as a formal subject in schools. Students are expected to have basic competences in four skills those are listening, speaking, reading, and writing comprehensively to reach functional literate. Students should have strategies to improve their proficiency and skill in English. The aims of this study are to find out (1) how langu...

  17. Variations on the bilingual advantage? Links of Chinese and English proficiency to Chinese American children's self-regulation

    Science.gov (United States)

    Chen, Stephen H.; Zhou, Qing; Uchikoshi, Yuuko; Bunge, Silvia A.

    2014-01-01

    The present study examined whether bilingualism-related advantages in self-regulation could be observed: (a) among Chinese American immigrant children with varying levels of Chinese and English proficiencies, and (b) across different domains of self-regulation in laboratory, home, and classroom contexts. A socioeconomically diverse sample of first- and second-generation Chinese American immigrant children between ages 7 and 10 (n = 223) was administered assessments of Chinese and English language proficiencies and a multi-method, multi-informant battery of self-regulation measures. Multiple regression analyses suggested that controlling for covariates (child age, gender, and SES), children's bilingualism-related advantages were limited to higher performance only on computerized tasks of cognitive flexibility, and only among children with higher degrees of fluency in both Chinese and English. By contrast, proficiencies in one language (either Chinese or English) were uniquely and positively associated with other domains of self-regulation, including parent and teacher-reported effortful control. These results suggest that the bilingual advantage for self-regulation may be observed as a continuous variable among immigrant children with varying levels of bilingual fluency; however, this advantage may not extend across all domains and contexts of self-regulation. PMID:25324795

  18. Variations on the bilingual advantage? Links of Chinese and English proficiency to Chinese American children’s self-regulation

    Directory of Open Access Journals (Sweden)

    Stephen H Chen

    2014-09-01

    Full Text Available The present study examined whether bilingualism-related advantages in self-regulation could be observed: a among Chinese American immigrant children with varying levels of Chinese and English proficiencies, and b across different domains of self-regulation in laboratory, home, and classroom contexts. A socioeconomically diverse sample of first- and second-generation Chinese American immigrant children between ages 7 and 10 (n = 223 was administered assessments of Chinese and English language proficiencies and a multi-method, multi-informant battery of self-regulation measures. Multiple regression analyses suggested that controlling for covariates (child age, gender, and SES, children’s bilingualism-related advantages were limited to higher performance only on computerized tasks of cognitive flexibility, and only among children with higher degrees of fluency in both Chinese and English. By contrast, proficiencies in one language (either Chinese or English were uniquely and positively associated with other domains of self-regulation, including parent and teacher-reported effortful control. These results suggest that the bilingual advantage for self-regulation may be observed as a continuous variable among immigrant children with varying levels of bilingual fluency; however, this advantage may not extend across all domains and contexts of self-regulation.

  19. Influence of english proficiency on patient-provider communication and shared decision-making.

    Science.gov (United States)

    Paredes, Anghela Z; Idrees, Jay J; Beal, Eliza W; Chen, Qinyu; Cerier, Emily; Okunrintemi, Victor; Olsen, Griffin; Sun, Steven; Cloyd, Jordan M; Pawlik, Timothy M

    2018-02-23

    The number of patients in the United States (US) who speak a language other than English is increasing. We evaluated the impact of English proficiency on self-reported patient-provider communication and shared decision-making. The 2013-2014 Medical Expenditure Panel Survey database was utilized to identify respondents who spoke a language other than English. Patient-provider communication (PPC) and shared decision-making (SDM) scores from 4-12 were categorized as "poor" (4-7), "average" (8-11), and "optimal." The relationship between PPC, SDM, and English proficiency was analyzed. Among 13,880 respondents, most were white (n = 10,281, 75%), age 18-39 (n = 6,677, 48%), male (n = 7,275, 52%), middle income (n = 4,125, 30%), and born outside of the US (n = 9,125, 65%). English proficiency was rated as "very well" (n = 7,221, 52%), "well" (n = 2,378, 17%), "not well" (n = 2,820, 20%), or "not at all" (n = 1,463, 10%). On multivariable analysis, patients who rated their English as "well" (OR 1.73, 95% CI 1.37-2.18) or "not well" (OR 1.53, 95% CI 1.10-2.14) were more likely to report "poor" PPC (both P English proficiency as "not well" (OR 1.31, 95% CI 1.04-1.65, P = .02). Decreased English proficiency was associated with worse self-reported patient-provider communication and shared decision-making. Attention to patients' language needs is critical to patient satisfaction and improved perception of care. Copyright © 2018 Elsevier Inc. All rights reserved.

  20. The English proficiency and academic language skills of Australian bilingual children during the primary school years.

    Science.gov (United States)

    Dennaoui, Kamelia; Nicholls, Ruth Jane; O'Connor, Meredith; Tarasuik, Joanne; Kvalsvig, Amanda; Goldfeld, Sharon

    2016-04-01

    Evidence suggests that early proficiency in the language of school instruction is an important predictor of academic success for bilingual children. This study investigated whether English-proficiency at 4-5 years of age predicts academic language and literacy skills among Australian bilingual children at 10-11 years of age, as part of the Longitudinal Study of Australian Children ( LSAC, 2012 ). The LSAC comprises a nationally representative clustered cross-sequential sample of Australian children. Data were analysed from a sub-sample of 129 bilingual children from the LSAC Kindergarten cohort (n = 4983), for whom teachers completed the Australian Early Development Index (AEDI) checklist (a population measure of early childhood development) and the Academic Rating Scale (ARS) language and literacy subscale. Linear regression analyses revealed that bilingual children who commenced school with stronger English proficiency had higher academic language and literacy scores at the end of primary school (β = 0.45). English proficiency remained a significant predictor, even when accounting for gender and socio-economic disadvantage (β = 0.38). The findings indicate that bilingual children who begin school without English proficiency are at risk of difficulties with academic language and literacy, even after 6 years of schooling. Risk factors need to be identified so early support can be targeted towards the most vulnerable children.

  1. Improving Students' English Speaking Proficiency in Saudi Public Schools

    Science.gov (United States)

    Alharbi, Heba Awadh

    2015-01-01

    In English as a foreign language (EFL) contexts, the absence of authentic language learning situations outside the classroom presents a significant challenge to improving students' English communication skills. Specific obstacles in the learning environment can also result in students' limited use of English inside the classroom. These issues…

  2. Toward an English Proficiency Test for Postgraduates in Malaysia

    OpenAIRE

    Saidatul Akmar Zainal Abidin; Asiah Jamil

    2015-01-01

    Malaysia is fast becoming a major attraction for candidates from all over the world to pursue their higher education. Currently students (local and international) who pursue postgraduate (hereafter, PG) education in Malaysia use the Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS) scores as indicators of their English ability. These are tests from the United States ...

  3. Determinants of English proficiency among Mexican migrants to the United States.

    Science.gov (United States)

    Espinosa, K E; Massey, D S

    1997-01-01

    "We replicate prior research into the determinants of English language proficiency among immigrants using a dataset that controls for potential biases stemming from selective emigration, omitted variables, and the mismeasurement of key constructs. In general, we reproduce the results of earlier work, leading us to conclude that despite inherent methodological problems, research based on cross-sectional censuses and surveys yields fundamentally accurate conclusions. In particular, we find unambiguous evidence that English proficiency rises with exposure to U.S. society, and we reaffirm earlier work showing a clear pattern of language assimilation among Mexican migrants to the United States." excerpt

  4. Proficiency in English sentence stress production by Cantonese speakers who speak English as a second language (ESL).

    Science.gov (United States)

    Ng, Manwa L; Chen, Yang

    2011-12-01

    The present study examined English sentence stress produced by native Cantonese speakers who were speaking English as a second language (ESL). Cantonese ESL speakers' proficiency in English stress production as perceived by English-speaking listeners was also studied. Acoustical parameters associated with sentence stress including fundamental frequency (F0), vowel duration, and intensity were measured from the English sentences produced by 40 Cantonese ESL speakers. Data were compared with those obtained from 40 native speakers of American English. The speech samples were also judged by eight native listeners who were native speakers of American English for placement, degree, and naturalness of stress. Results showed that Cantonese ESL speakers were able to use F0, vowel duration, and intensity to differentiate sentence stress patterns. Yet, both female and male Cantonese ESL speakers exhibited consistently higher F0 in stressed words than English speakers. Overall, Cantonese ESL speakers were found to be proficient in using duration and intensity to signal sentence stress, in a way comparable with English speakers. In addition, F0 and intensity were found to correlate closely with perceptual judgement and the degree of stress with the naturalness of stress.

  5. The Relationship between English Language Proficiency, Academic Achievement and Self-Esteem of Non-Native-English-Speaking Students

    Science.gov (United States)

    Dev, Smitha; Qiqieh, Sura

    2016-01-01

    The present study aims to find out the relationship between English Language proficiency, self-esteem, and academic achievement of the students in Abu Dhabi University (ADU). The variables were analyzed using "t" test, chi-squire and Pearson's product moment correlation. In addition, Self-rating scale, Self-esteem inventory and Language…

  6. Improving English proficiency of post-graduate international nursing students seeking further qualifications and continuing education in foreign countries.

    Science.gov (United States)

    Chiang, Vico; Crickmore, Barbara-Lee

    2009-07-01

    Post-graduate international nursing students who seek continuing education are accepted by nursing programs in a number of Western countries. Teaching experience from an Australian school of nursing program reflected that although these students demonstrated the minimum English proficiency required by the university, advanced English and communication proficiency related to clinical practice was required when they received clinical placements in an unfamiliar environment.

  7. Segmentation and accuracy-based scores for the automatic assessment of oral proficiency for proficient L2 speakers

    CSIR Research Space (South Africa)

    De Wet, Febe

    2010-11-01

    Full Text Available This paper reports on the automatic assessment of oral proficiency for advanced second language speakers. A spoken dialogue system is used to guide students through an oral test and to record their answers. Indicators of oral proficiency...

  8. Influence of Second Language Proficiency and Syntactic Structure Similarities on the Sensitivity and Processing of English Passive Sentence in Late Chinese-English Bilinguists: An ERP Study

    Science.gov (United States)

    Chang, Xin; Wang, Pei

    2016-01-01

    To investigate the influence of L2 proficiency and syntactic similarity on English passive sentence processing, the present ERP study asked 40 late Chinese-English bilinguals (27 females and 13 males, mean age = 23.88) with high or intermediate L2 proficiency to read the sentences carefully and to indicate for each sentence whether or not it was…

  9. Using Complementary Learning Clusters in Studying Literature to Enhance Students' Medical Humanities Literacy, Critical Thinking, and English Proficiency.

    Science.gov (United States)

    Liao, Hung-Chang; Wang, Ya-Huei

    2016-04-01

    This study examined whether students studying literature in complementary learning clusters would show more improvement in medical humanities literacy, critical thinking skills, and English proficiency compared to those in conventional learning clusters. Ninety-three students participated in the study (M age = 18.2 years, SD = 0.4; 36 men, 57 women). A quasi-experimental design was used over 16 weeks, with the control group (n = 47) working in conventional learning clusters and the experimental group (n = 46) working in complementary learning clusters. Complementary learning clusters were those in which individuals had complementary strengths enabling them to learn from and offer assistance to other cluster members, hypothetically facilitating the learning process. Measures included the Medical Humanities Literacy Scale, Critical Thinking Disposition Assessment, English proficiency tests, and Analytic Critical Thinking Scoring Rubric. The results showed that complementary learning clusters have the potential to improve students' medical humanities literacy, critical thinking skills, and English proficiency. © The Author(s) 2016.

  10. The 15-item version of the Boston Naming Test as an index of English proficiency.

    Science.gov (United States)

    Erdodi, Laszlo A; Jongsma, Katherine A; Issa, Meriam

    2017-01-01

    The present study was designed to examine the potential of the Boston Naming Test - Short Form (BNT-15) to provide an objective estimate of English proficiency. A secondary goal was to examine the effect of limited English proficiency (LEP) on neuropsychological test performance. A brief battery of neuropsychological tests was administered to 79 bilingual participants (40.5% male, MAge = 26.9, MEducation = 14.2). The majority (n = 56) were English dominant (EN), and the rest were Arabic dominant (AR). The BNT-15 was further reduced to 10 items that best discriminated between EN and AR (BNT-10). Participants were divided into low, intermediate, and high English proficiency subsamples based on BNT-10 scores (≤6, 7-8, and ≥9). Performance across groups was compared on neuropsychological tests with high and low verbal mediation. The BNT-15 and BNT-10 respectively correctly identified 89 and 90% of EN and AR participants. Level of English proficiency had a large effect (partial η2 = .12-.34; Cohen's d = .67-1.59) on tests with high verbal mediation (animal fluency, sentence comprehension, word reading), but no effect on tests with low verbal mediation (auditory consonant trigrams, clock drawing, digit-symbol substitution). The BNT-15 and BNT-10 can function as indices of English proficiency and predict the deleterious effect of LEP on neuropsychological tests with high verbal mediation. Interpreting low scores on such measures as evidence of impairment in examinees with LEP would likely overestimate deficits.

  11. Tone Attrition in Mandarin Speakers of Varying English Proficiency

    Science.gov (United States)

    Quam, Carolyn; Creel, Sarah C.

    2017-01-01

    Purpose: The purpose of this study was to determine whether the degree of dominance of Mandarin-English bilinguals' languages affects phonetic processing of tone content in their native language, Mandarin. Method: We tested 72 Mandarin-English bilingual college students with a range of language-dominance profiles in the 2 languages and ages of…

  12. The Impact of an Instructional Program on Students' Proficiency of English Vocational Terms

    Science.gov (United States)

    A-Momani, Mufadi; Ababneh, Sana'

    2017-01-01

    The present study aimed at investigating the effect of an instructional program on vocational educational students' proficiency of vocational educational terms in English. The study sample consisted of 60 male and female students from Al-Balqa'a Applied University, Jordan. Moreover, the study investigated the effect the students' gender and…

  13. Learning Strategies and Motivation among Procrastinators of Various English Proficiency Levels

    Science.gov (United States)

    Goda, Yoshiko; Yamada, Masanori; Matsuda, Takeshi; Kato, Hiroshi; Saito, Yutaka; Miyagawa, Hiroyuki

    2014-01-01

    Our research project focuses on learning strategies and motivation among academic procrastinators in computer assisted language learning (CALL) settings. In this study, we aim to compare them according to students' levels of English proficiency. One hundred and fourteen university students participated in this research project. Sixty-four students…

  14. Registered Nurse and Nursing Assistant Perceptions of Limited English-Proficient Patient-Clinician Communication.

    Science.gov (United States)

    Shuman, Clayton; Montie, Mary; Galinato, Jose; Patak, Lance; Titler, Marita

    2017-12-01

    In this article, the authors discuss implications for nurse administrators from a recent qualitative study regarding nursing personnel perceptions of limited English proficient (LEP) patient-clinician communication. Few studies have examined nursing personnel's use and perceptions of communication resources when caring for LEP patients.

  15. Critical Literacy Practices in the EFL Context and the English Language Proficiency: Further Exploration

    Science.gov (United States)

    Ko, Mei-yun

    2013-01-01

    This paper reports a follow-up study that explored the relationship between EFL learners' critical literacy practices and the English language proficiency. It investigated four focal EFL learners' critical literacy practices in their dialogic interaction and also analyzed 39 students' views on their critical literacy learning. The four focal…

  16. FEEDBACK: An Updated Look at Limited-English-Proficient Students in AISD.

    Science.gov (United States)

    Spano, Sedra G.

    1991-01-01

    Information about limited-English-proficient (LEP) students in the Austin (Texas) Independent School District (AISD) is summarized. In the 1990-91 school year, 5,047 students in the AISD were served in LEP programs at elementary schools (3,933 students), middle schools (555 students), and secondary schools (559 students). Most were Spanish…

  17. Sentence Processing in High Proficient Kannada--English Bilinguals: A Reaction Time Study

    Science.gov (United States)

    Ravi, Sunil Kumar; Chengappa, Shyamala K.

    2015-01-01

    The present study aimed at exploring the semantic and syntactic processing differences between native and second languages in 20 early high proficient Kannada--English bilingual adults through accuracy and reaction time (RT) measurements. Subjects participated in a semantic judgement task (using 50 semantically correct and 50 semantically…

  18. Oral English Language Proficiency and Reading Mastery: The Role of Home Language and School Supports

    Science.gov (United States)

    Palacios, Natalia; Kibler, Amanda

    2016-01-01

    The analysis of 21,409 participants of the Early Childhood Longitudinal Study-Kindergarten cohort focused on home and school factors sought to understand the level of reading mastery that children experienced throughout elementary school and Grade 8 by relating home language use, timing of oral English language proficiency, and the provision of…

  19. Woodworking Safety. A Guide for Teachers of Limited English Proficient Students.

    Science.gov (United States)

    Umatilla Education Service District, OR.

    This packet of materials was developed (1) to address the liability concerns of woodworking instructors by providing safety instruction materials and tests for limited English proficient (LEP) or Spanish-speaking students, and (2) to provide some ideas, strategies, and resources for working effectively with LEP students in the vocational…

  20. Best Practices: Engaging Limited English Proficient Students and Families. A Teaching Tolerance Guide

    Science.gov (United States)

    Southern Poverty Law Center (NJ1), 2013

    2013-01-01

    Fueled by two decades of historic immigration, American demographics are changing. Many school districts are often ill prepared to meet the needs of limited English proficient (LEP) students and families. This Teaching Tolerance booklet points administrators to best practices in the effort to create a supportive learning environment for all…

  1. EMPLOYERS’ VIEWS ON IMPORTANCE OF ENGLISH PROFICIENCY AND COMMUNICATION SKILL FOR EMPLOYABILITY IN MALAYSIA

    Directory of Open Access Journals (Sweden)

    Su-Hie Ting

    2017-09-01

    Full Text Available Employability of graduates is a concern in many countries, including Malaysia, and the high unemployment rate among graduates is often attributed to their lack of English proficiency and communication skills. These two distinctive elements are often collated, and it is important to find out which is more important to employers. The study examined the employers’ views on the importance of English proficiency and communication skill for graduates to be employed in the Malaysian private sector. The data were from semi-structured interviews conducted with 10 employers in the private sector who were in the position to recruit staff. The 21,433-word interview transcripts were analyzed. The results revealed that employers in the Malaysian private sector view language proficiency and communication skills as separate qualities. The employers are willing to consider employing candidates with average English proficiency if they have good communication skills, except for jobs which require more communication in English such as customer service and marketing. The results also revealed that good communication skills can increase employability and opportunities for career advancement. The findings highlight the communication skills that universities need to emphasize so that their graduates have the necessary skills to perform well in employment interviews and in their work.

  2. English Language Proficiency and Employability Framework for Australian Higher Education Institutions

    Science.gov (United States)

    Arkoudis, Sophie; Baik, Chi; Bexley, Emmaline; Doughney, Lachlan

    2014-01-01

    This report presents the "English Language Proficiency" (ELP) and Employability Framework", which has been designed to inform and support higher education institutions' (HEIs) policies and practices on ELP and graduate employability. The "Framework" was developed through a review of the national and international…

  3. Supporting the Language Development of Limited English Proficient Students through Arts Integration in the Primary Grades

    Science.gov (United States)

    Brouillette, Liane

    2012-01-01

    This article looks at how arts integration can boost the language development of limited English proficient students in kindergarten through second grade. I first review existing research on how young children learn and describe the special challenges faced by children who must learn in an unfamiliar language. I then identify arts-based mechanisms…

  4. Oral English Language Proficiency of ITAs: Policy, Implementation, and Contributing Factors.

    Science.gov (United States)

    Thomas, Clayton F.; Monoson, Patricia K.

    1993-01-01

    A survey indicates that student complaints led legislators in 20 states to mandate that higher education institutions develop policies on oral English proficiency of instructors, including language certification for international teaching assistants. Many institutions responded with policies requiring formal language testing and remedial…

  5. The effect of in-service English education on medical professionals' language proficiency.

    Science.gov (United States)

    Sajjadi, Samad; Ahmadi, Majid; Heidarpour, Maryam; Yakta, Ali Salahi; Khadembashi, Naghmeh; Rafatbakhsh, Mohammad

    2012-02-01

    Despite its inevitable significance, the effect of in-service English education on medical professionals has rarely been studied longitudinally. The reason can be issues such as physicians' heavy workload, commuting problems, inappropriate class times, and inexperienced teaching staff. A needs assessment worksheet was administered to faculty members of Shahid Beheshti University of Medical Sciences in Tehran and the responses were analyzed. A project for the promotion of faculty members' English proficiency was formulated. Then, following a placement test, 235 applicants from the university colleges and hospitals were classified into 28 homogeneous groups. After four terms of instruction, the participants' scores on the pre- and post- assessments were analyzed. There was significant improvement in participants' total scores on different communicative skills (Pgrammar (P<0.001), but failed to progress significantly on reading comprehension (P = 0.523). The administration of in-service education for skill-oriented courses, over a long period, can be quite encouraging and should be further strengthened. Regular instructions on each individual skill on the one hand and on their combination on the other are essential for success in such education.

  6. Vietnamese Immigrant and Refugee Women's Mental Health: An Examination of Age of Arrival, Length of Stay, Income, and English Language Proficiency

    Science.gov (United States)

    Brown, Chris; Schale, Codi L.; Nilsson, Johanna E.

    2010-01-01

    Vietnamese immigrant and refugee women (N = 83) were surveyed regarding their mental health, English language proficiency, age of arrival, length of stay, and income. English language proficiency and age of arrival correlated with reduced symptomatology. Moreover, English language proficiency was the sole predictor of somatic distress. (Contains 1…

  7. The background factors that influence learners' English proficiency

    OpenAIRE

    Güneş, Sevim

    2011-01-01

    Ankara : The Program of Teaching English as a Foreign Language, Bilkent University, 2011. Thesis (Master's) -- Bilkent University, 2011. Includes bibliographical references leaves 59-63. This study was conducted to explore the relationship between language achievement and starting age of learning English as a foreign language, type of high school, languages known by the learners and spoken in their home environment and learners’ attitudes towards language learning, and also...

  8. Nobody seems to speak English here today: Enhancing assessment and training in aviation English

    Directory of Open Access Journals (Sweden)

    Dan Douglas

    2014-07-01

    Full Text Available In 2003 the International Civil Aviation Organization (ICAO strengthened the provisions that English be made available for international radiotelephony communication. ICAO also developed standards for English proficiency for international pilots and air traffic controllers. However, these standards are applied variably from country to country and in no country are native speakers of English tested for their ability to employ what has been termed "interactional competence" when using English for intercultural communication. Problems with this situation are reviewed and suggestions made for improving English assessment and training.

  9. Toward an English Proficiency Test for Postgraduates in Malaysia

    Directory of Open Access Journals (Sweden)

    Saidatul Akmar Zainal Abidin

    2015-08-01

    Full Text Available Malaysia is fast becoming a major attraction for candidates from all over the world to pursue their higher education. Currently students (local and international who pursue postgraduate (hereafter, PG education in Malaysia use the Test of English as a Foreign Language (TOEFL or International English Language Testing System (IELTS scores as indicators of their English ability. These are tests from the United States and the United Kingdom, respectively, tailor-made for university education in those countries. Recent literature in testing and evaluation describes the need for more localized tests, developed for the “local” context of a particular country. Thus, the need for a test that could be utilized and customized to the needs of the students studying in Malaysia is foreseeable. This is in line with the concept of test localization. It stipulates that for a test to be valid, its design and development must take into consideration the population, context, and the domain in which the test is used. A project was undertaken where a new English test named Graduate Admission Test of English (GATE was developed for PG admission into universities in Malaysia. This article describes the process of developing a new test that measures English language competency of PG students who intend to pursue their studies in Malaysia. It includes the use of a test specification/blueprint that contains validity elements adopted from a test validation framework developed by Weir. The article emphasizes the rigor of developing such a test, which includes aspects of test development, operation, analysis, and validation.

  10. AFFECTIVE ASSESSMENT IN ENGLISH LANGUAGE TEACHING

    Directory of Open Access Journals (Sweden)

    Siti Mariam

    2017-04-01

    English proficiency ? Method of research The R and D is in the scope of the development affective assessment model of English subject. The affective assessment model can be used to help English teachers to enhance students’ English proficiency from affective point of view. This study is limited to the creation of a model of affective assessment of English subject for students of non- English department. To develop a model of affective assessment of English subject, the researcher has employed Research and Development ( R and D . Research and Development is a research that is done to develop a valid product. Borg and Gall use ten steps in their R and D cycle ( 1983 : 775 . According to Sugiyono ( 2012 : 298 , those ten steps are regrouped into three phases : (1. Exploration Phase ( Preliminary Phase , (2. Prototype Development Phase and (3. Testing Phase.The following are research questions of Exploration Phase, Development Phase and Field Assessment Phase. Method of Data Collection in this study used questionnaire, interview, and library research. The result of study shows that affective assessment consists five aspects namely attitude, self-concept, motivation, interest and personal value. The form of affective assessment is rubric in each aspect.

  11. The Effects of Paper-Based Portfolios and Weblog-Based Electronic Portfolios on Limited English Proficiency Students in Writing for Service Industry Course

    Science.gov (United States)

    Wanchid, Raveewan; Charoensuk, Valaikorn

    2015-01-01

    The purposes of this study were to investigate the effects of the use of paper-based and weblog-based electronic portfolios on the writing achievement of limited English proficiency students, to survey the students' attitudes towards the use of the portfolio assessment, and to compare the viewpoints of the students in the control and experimental…

  12. Supporting Postsecondary English Language Learners' Writing Proficiency Using Technological Tools

    Science.gov (United States)

    Moore, Kathleen A.; Rutherford, Camille; Crawford, Keith A.

    2016-01-01

    Postsecondary international students who are also English language learners face a number of challenges when studying abroad and often are provided with services to support their learning. Though some research examines how institutions can support this population of students, few studies explore how technology is used to support language…

  13. The relationship between English language learning strategies and proficiency of pre-university students: A study case of UMS

    Science.gov (United States)

    Kiram, Johannah Jamalul; Sulaiman, Jumat; Swanto, Suyansah; Din, Wardatul Akmam

    2014-07-01

    This paper seeks to investigate the relationship between language learning strategies and proficiency in English. Fifty-six pre-university students (22 males, 34 females) of University Malaysia Sabah participated in this study. Oxford's Strategy Inventory for Language Learning (SILL) self-report questionnaire was adopted to identify the students' language learning strategies, whereas their proficiencies were judged based on their Malaysian University English Test (MUET) Results. Pearson's correlation coefficient, Spearman's rank correlation coefficient and the t-test were utilized to make statistical interpretation about the relationship. The knowledge obtained from this study will be helpful for future studies on how to improve the quality of learning and proficiency in English.

  14. Recommending a minimum English proficiency standard for entry-level nursing.

    Science.gov (United States)

    O'Neill, Thomas R; Tannenbaum, Richard J; Tiffen, Jennifer

    2005-01-01

    When nurses who are educated internationally immigrate to the United States, they are expected to have English language proficiency in order to function as a competent nurse. The purpose of this research was to provide sufficient information to the National Council of State Boards of Nursing (NCSBN) to make a defensible recommended passing standard for English proficiency. This standard was based upon the Test of English as a Foreign Language (TOEFL). A large panel of nurses and nurse regulators (N = 25) was convened to determine how much English proficiency is required to be minimally competent as an entry-level nurse. Two standard setting procedures, the Simulated Minimally Competent Candidate (SMCC) procedure and the Examinee Paper Selection Method, were combined to produce recommendations for each panelist. In conjunction with collateral information, these recommendations were reviewed by the NCSBN Examination Committee, which decided upon an NCSBN recommended standard, a TOEFL score of 220. Because the adoption of this standard rests entirely with the individual state, NCSBN has little more to do with implementing the standard, other than answering questions and providing documentation about the standard.

  15. STUDENT MISCONCEPTIONS OF ENGLISH PROFICIENCY EXAM ESSAY EXPECTATIONS

    OpenAIRE

    AMBURGEY, BRENT

    2016-01-01

    Data provided by ETS, the company that creates and administers the TOEFL exam, reveals that Japanese students perform poorly relative to students in other Asian countries. The Japanese English education system's relative lack of focus on speaking and listening skills explains the poor performance on those areas of the test. However, Japanese students do spend significant time studying grammar, vocabulary, and writing, which presents an apparent inconsistency with TOEFL writing scores. This pa...

  16. Survey of US Veterinary Students on Communicating with Limited English Proficient Spanish-Speaking Pet Owners.

    Science.gov (United States)

    Landau, Ruth E; Beck, Alan; Glickman, Larry T; Litster, Annette; Widmar, Nicole J Olynk; Moore, George E

    2015-01-01

    Veterinary schools and colleges generally include communication skills training in their professional curriculum, but few programs address challenges resulting from language gaps between pet owners and practitioners. Due to shifting US demographics, small animal veterinary practices must accommodate an increasing number of limited English proficient (LEP) Spanish-speaking pet owners (SSPOs). A national survey was conducted to assess the interest and preparedness of US veterinary students to communicate with LEP SSPOs when they graduate. This online survey, with more than 2,000 first-, second-, and third-year US veterinary students, revealed that over 50% of students had worked at a practice or shelter that had LEP Spanish-speaking clients. Yet fewer than 20% of these students described themselves as prepared to give medical information to an LEP SSPO. Over three-fourths of respondents agreed that communication with LEP SSPOs was important for veterinarians in general, and two-thirds agreed that communication with LEP SSPOs was important for themselves personally. Ninety percent of students who described themselves as conversant in Spanish agreed that they would be able to communicate socially with SSPOs, while only 55% said they would be able to communicate medically with such clients. Overall, two-thirds of students expressed interest in taking Spanish for Veterinary Professionals elective course while in school, with the strongest interest expressed by those with advanced proficiency in spoken Spanish. Bridging language gaps has the potential to improve communication with LEP SSPOs in the veterinary clinical setting and to improve patient care, client satisfaction, and the economic health of the veterinary profession.

  17. A Critical Discourse Analysis of the Reasons Underlying Arab Student-Teachers' Inadequate English Language Proficiency

    Science.gov (United States)

    Al-Issa, Ali S. M.; Al-Bulushi, Ali Hussain; Al-Zadjali, Rima Mansoor

    2017-01-01

    Despite the emphasis laid on demonstrating English language proficiency by Non-Native English Speaking Teachers (NNESTs), research has shown that for various reasons English language teachers graduating from a state-owned university in an Arab country for the past 25 years or so have been found lacking communication skills due to reasons pertinent…

  18. Program Evaluation of the English Language Proficiency Program for Foreign Students a Case Study: University of the East, Manila Campus

    Science.gov (United States)

    Salimi, Esmaeel Ali; Farsi, Mitra

    2016-01-01

    This study on evaluating an English program of studies for foreign students seeking admission to the UE Graduate School attempts to examine the prevailing conditions of foreign students in the UE Graduate School with respect to their competence and competitiveness in English proficiency. It looks into the existing English programs of studies in…

  19. The Anxiety-Proficiency Relationship and the Stability of Anxiety: The Case of Chinese University Learners of English and Japanese

    Science.gov (United States)

    Jin, Yinxing; de Bot, Kees; Keijzer, Merel

    2015-01-01

    Adopting a longitudinal design, this study investigates the effects of foreign language anxiety on foreign language proficiency over time within English and Japanese learning contexts. It also explores the stability of anxiety in English and Japanese over time and the stability of anxiety across English and Japanese. Chinese university students (N…

  20. Bilingual School Psychologists' Assessment Practices with English Language Learners

    Science.gov (United States)

    O'Bryon, Elisabeth C.; Rogers, Margaret R.

    2010-01-01

    This study explored bilingual school psychologists' assessment practices with students identified as English language learners (ELL). One thousand bilingual National Association of School Psychologist members were recruited nationwide, and 276 participated. Among those conducting language proficiency assessments of ELLs, many (58%) use…

  1. Student Engagement in Long-Term Collaborative EFL Storytelling Activities: An Analysis of Learners with English Proficiency Differences

    Science.gov (United States)

    Huang, Yun-Yin; Liu, Chen-Chung; Wang, Yu; Tsai, Chin-Chung; Lin, Hung-Ming

    2017-01-01

    English proficiency difference among students is a challenging pedagogical issue in EFL classrooms worldwide. Collaborative digital storytelling has been adopted in language learning settings to increase motivation and engagement, especially for young learners. However, it remains unknown whether students of different proficiency levels can…

  2. The Effects of Language Environment and Oral Language Ability on Phonological Production Proficiency in Bilingual Spanish-English Speaking Children

    Science.gov (United States)

    Scarpino, Shelley E.

    2011-01-01

    Purpose: This study was conducted to determine if phonological production proficiency in bilingual Spanish-English preschoolers could be predicted by their language environment, language ability, and phonological production proficiency in their other language. Method: Participants were 199 Latino children and their families. Children ranged in age…

  3. Television viewing in low-income latino children: variation by ethnic subgroup and English proficiency.

    Science.gov (United States)

    Thompson, Darcy A; Matson, Pamela A; Ellen, Jonathan M

    2013-02-01

    Television viewing is associated with an increased risk for obesity in children. Latino children are at high risk for obesity and yet little is known about differences in television viewing habits within this population. The purpose of this study is to determine if hours of television viewed by young children with low-income Latina mothers differs by maternal ethnic subgroup and English language proficiency. This was a cross-sectional analysis of data from the Welfare, Children, & Families: A Three City Study. Participants were 422 low-income Latina mothers of Mexican and Puerto Rican descent with children ages 0-4 years old. The dependent variable was hours of daily television viewed by the child. The independent variable was maternal ethnic subgroup and English language proficiency. Analyses involved the use of multiple negative binomial regression models, which were adjusted for demographic variables. Multivariable regression analyses showed that compared to children with mothers of Mexican descent, children of mothers of Puerto Rican descent watch more daily television (television viewing (IRR=1.29, 95% CI 1.04, 1.61). No relationship was found for children of Puerto Rican descent. Child television viewing varies in low-income Latino children by maternal ethnic subgroup and English language proficiency. Interventionists must consider the varying sociocultural contexts of Latino children and their influence on television viewing.

  4. Access to hospital interpreter services for limited English proficient patients in New Jersey: a statewide evaluation.

    Science.gov (United States)

    Flores, Glenn; Torres, Sylvia; Holmes, Linda Janet; Salas-Lopez, Debbie; Youdelman, Mara K; Tomany-Korman, Sandra C

    2008-05-01

    We surveyed New Jersey (NJ) hospitals to assess current language services and identify policy recommendations on meeting limited English proficiency (LEP) patients' needs. Survey with 37 questions regarding hospital/patient features, interpreter services, and resources/policies needed to provide quality interpreter services. Sixty-seven hospitals responded (55% response rate). Most NJ hospitals have no interpreter services department, 80% provide no staff training on working with interpreters, 31% lack multilingual signs, and 19% offer no written translation services. Only 3% of hospitals have full-time interpreters, a ratio of 1 interpreter:240,748 LEP NJ residents. Most hospitals stated third-party reimbursement for interpreters would be beneficial, by reducing costs, adding interpreters, meeting population growth, and improving communication. Most NJ hospitals have no full-time interpreters, interpreter services department, or staff training on working with interpreters, and deficiencies exist in hospital signage and translation services. Most NJ hospitals stated third-party reimbursement for interpreter services would be beneficial.

  5. English Language Assessment in the Colleges of Applied Sciences in Oman: Thematic Document Analysis

    Science.gov (United States)

    Al Hajri, Fatma

    2014-01-01

    Proficiency in English language and how it is measured have become central issues in higher education research as the English language is increasingly used as a medium of instruction and a criterion for admission to education. This study evaluated the English language assessment in the foundation Programme at the Colleges of Applied sciences in…

  6. Investigating Problems of English Literature Teaching to EFL High School Students in Turkey with Focus on Language Proficiency

    Science.gov (United States)

    Isikli, Ceren; Tarakçioglu, Asli Ö.

    2017-01-01

    Introduction of English literature as a separate school subject into Turkish high school curriculum has revealed a huge number of problems during its practical applications: students' low levels of proficiency in English, teacher incompetence, low motivation, lack of confidence, limited resources, lack of materials etc. Given the great extent and…

  7. The anxiety-proficiency relationship and the stability of anxiety : The case of Chinese university learners of English and Japanese

    NARCIS (Netherlands)

    Jin, Yinxing; de Bot, Kees; Keijzer, Merel

    2015-01-01

    Adopting a longitudinal design, this study investigates the effects of foreign language anxiety on foreign language proficiency over time within English and Japanese learning contexts. It also explores the stability of anxiety in English and Japanese over time and the stability of anxiety across

  8. An Exploration of the Relationship between Vietnamese Students' Knowledge of L1 Grammar and Their English Grammar Proficiency

    Science.gov (United States)

    Tran, Tammie M.

    2010-01-01

    The problem. This research study explores an important issue in the field of TESOL (Teaching English to Speakers of Other Languages) and second language acquisition (SLA). Its purpose is to examine the relationship between Vietnamese students' L1 grammar knowledge and their English grammar proficiency. Furthermore, it investigates the extent to…

  9. The Relationship Between English Language Proficiency And Academic Performance of University Students – Should Academic Institutions Really be Concerned?

    Directory of Open Access Journals (Sweden)

    Pauline Ghenghesh

    2015-03-01

    Full Text Available This paper aims to investigate if there is a relationship between English language proficiency and the overall academic performance of Preparatory Year students in three faculties: Engineering, Business (including Business Administration, Economics and Political Science and Informatics and Computer Science. Data was obtained from the Student Record System of 566 students and three sets of statistical analysis were performed. The results indicated that there is a significant but moderate positive relation between the students’ proficiency in English and their overall academic success. Specifically, the higher the English proficiency of students on entry to the university, the better they performed in their degree area courses as well as in their English levels.

  10. Critique of a language enrichment programme for Grade 4 ESL learners with limited English proficiency: a pilot study

    Directory of Open Access Journals (Sweden)

    Mirna Neli

    2008-05-01

    Full Text Available Some Grade 4 educators have expressed feelings of ineptitude regarding the support of ESL (English Second Language learners with limited English proficiency as they do not know how to support these learners effectively. Their litany emphasises ESL educators' need for supportive and preventive intervention. A Story-based Language Enrichment Programme (SLEP was compiled to suit the needs of educators teaching Grade 4 ESL learners with limited English proficiency. The programme was designed to maintain or improve the English proficiency of ESL learners. An intervention research method was followed to test the efficacy of SLEP. Forty teachers implemented SLEP over a six-week period. Thirty-nine teachers provided constructive feedback at the end of this period. Between 92% and 100% of the participants rated SLEP positively. Rural participants suggested some refinements to the programme. The overall conclusion was that SLEP makes a useful contribution to ESL practice.

  11. Measuring English Language Workplace Proficiency across Subgroups: Using CFA Models to Validate Test Score Interpretation

    Science.gov (United States)

    Yoo, Hanwook; Manna, Venessa F.

    2017-01-01

    This study assessed the factor structure of the Test of English for International Communication (TOEIC®) Listening and Reading test, and its invariance across subgroups of test-takers. The subgroups were defined by (a) gender, (b) age, (c) employment status, (d) time spent studying English, and (e) having lived in a country where English is the…

  12. Limited English proficient HMO enrollees remain vulnerable to communication barriers despite language assistance regulations.

    Science.gov (United States)

    Hadler, Max W; Chen, Xiao; Gonzalez, Erik; Roby, Dylan H

    2013-02-01

    HMO enrollees with limited English proficiency, and particularly those in poorer health, face communication barriers despite language assistance regulations. More than 1.3 million California HMO enrollees ages 18 to 64 do not speak English well enough to communicate with medical providers and may experience reduced access to high-quality health care if they do not receive appropriate language assistance services. Based on analysis of the 2007 and 2009 California Health Interview Surveys (CHIS), commercial HMO enrollees with limited English proficiency (LEP) in poorer health are more likely to have difficulty understanding their doctors, placing this already vulnerable population at even greater risk. The analysis also uses CHIS to examine the potential impact of health plan monitoring starting in 2009 (due to a 2003 amendment to the Knox-Keene Health Care Services Act) requiring health plans to provide free qualified interpretation and translation services to HMO enrollees. The authors recommend that California's health plans continue to incorporate trained interpreters into their contracted networks and delivery systems, paying special attention to enrollees in poorer health. The results may serve as a planning tool for health plans, providing a detailed snapshot of enrollee characteristics that will help design effective programs now and prepare for a likely increase in insured LEP populations in the future, as full implementation of the Affordable Care Act takes place over the next decade.

  13. Collaborative Care for Depression among Patients with Limited English Proficiency: a Systematic Review.

    Science.gov (United States)

    Garcia, Maria E; Ochoa-Frongia, Lisa; Moise, Nathalie; Aguilera, Adrian; Fernandez, Alicia

    2017-12-18

    Patients with limited English proficiency (LEP) have high rates of depression, yet face challenges accessing effective care in outpatient settings. We undertook a systematic review to investigate the effectiveness of the collaborative care model for depression for LEP patients in primary care. We queried online PubMed, PsycINFO, CINAHL and EMBASE databases (January 1, 2000, to June 10, 2017) for quantitative studies comparing collaborative care to usual care to treat depression in adults with LEP in primary care. We evaluated the impact of collaborative care on depressive symptoms or on depression treatment. Two reviewers independently extracted key data from the studies and assessed risk of bias using the Cochrane bias and quality assessment tool (RCTs) and the Newcastle-Ottawa Quality Assessment Scale (non-RCTs). Of 86 titles identified, 15 were included (representing 9 studies: 5 RCTs, 3 cohort studies, and 1 case-control study). Studies included 4859 participants; 2679 (55%) reported LEP. The majority spoke Spanish (93%). The wide variability in study design and outcome definitions precluded performing a meta-analysis. Follow-up ranged from 3 months to 2 years. Three of four high-quality RCTs reported that 13-25% more patients had improved depressive symptoms when treated with culturally tailored collaborative care compared to usual care; the last had high treatment in the control arm and found equal improvement. Two non-RCT studies suggest that Spanish-speaking patients may benefit as much as, if not more than, English-speaking patients treated with collaborative care. The remaining studies reported increased receipt of preferred depression treatment (therapy vs. antidepressants) in the intervention groups. Eight of nine studies used bilingual providers to deliver the intervention. While limited by the number and variability of studies, the available research suggests that collaborative care for depression delivered by bilingual providers may be more

  14. Building Teachers' Assessment Capacity for Supporting English Language Learners through the Implementation of the Step Language Assessment in Ontario K-12 Schools

    Science.gov (United States)

    Van Viegen Stille, Saskia; Jang, Eunice; Wagner, Maryam

    2015-01-01

    The Ontario Ministry of Education recently implemented the Steps to English Proficiency (STEP) language assessment framework to build educator capacity for addressing the needs of English language learners (ELLs) in K-12 schools. The STEP framework is a set of descriptors-based language proficiency scales that specify observable linguistic…

  15. Is Single or Dual Channel with Different English Proficiencies Better for English Listening Comprehension, Cognitive Load and Attitude in Ubiquitous Learning Environment?

    Science.gov (United States)

    Chang, Chi-Cheng; Tseng, Kuo-Hung; Tseng, Ju-Shih

    2011-01-01

    The purpose of the present study was to examine the effects of English proficiency (low vs. high) and material presentation mode (single channel vs. dual channel) on English listening comprehension, cognitive load and learning attitude in a ubiquitous learning environment. An experimental learning activity was implemented using PDA as a learning…

  16. Online Assessment of Oral Proficiency for Intercultural Professional Communication

    NARCIS (Netherlands)

    Rusman, Ellen; Stoyanov, Slavi

    2012-01-01

    Rusman, E., & Stoyanov, S. (2011, 18 May). Online Assessment of Oral Proficiency for Intercultural Professional Communication. Presentation about the CEFcult project (www.cefcult.eu) at the workshop ‘Crossing borders’ organised by the Talenacademie, Heerlen, The Netherlands: Open University in the

  17. Health literacy and the disenfranchised: the importance of collaboration between limited English proficiency and health literacy researchers.

    Science.gov (United States)

    McKee, Michael M; Paasche-Orlow, Michael K

    2012-01-01

    Inadequate health literacy and limited English proficiency are associated with poor health care access and outcomes. Despite what appears to be an interaction phenomenon--whereby the rate of inadequate health literacy is particularly high among limited English proficiency populations--researchers in health literacy and limited English proficiency rarely collaborate. As a result, few health literacy instruments and interventions have been developed or validated for smaller linguistic populations. Interventions to improve health outcomes for people with low health literacy and limited English proficiency show great potential to alleviate many of the health disparities currently experienced by some of the most disenfranchised individuals in our health care system, those from smaller linguistic minority groups, including Deaf American Sign Language users. It is critical for health literacy and limited English proficiency researchers to work together to understand how culture, language, literacy, education, and disabilities influence health disparities and health outcomes. It is important to ensure that research is collaborative and inclusive in order to broaden the reach of future interventions to smaller linguistic minority populations.

  18. Aiming at the English language proficiency objectives of the National Core Curriculum for basic education through video games

    OpenAIRE

    Lukkarinen, M. (Markus)

    2013-01-01

    The objective of this paper is to study the Finnish National core curriculum for basic education and its English language proficiency objectives and analyse how video games can help ninth graders to aim at these objectives and improve their English language skills. Additionally, this thesis examines if the genre of a video game played has an impact on the English language learning experience, i.e., whether playing, for instance, a role-playing game benefits the student more in terms of Englis...

  19. READERS: Rapid English Assimilation Developing English Reading and Speaking; Social and Academic Implications of English Proficiency amongst Children

    Science.gov (United States)

    Seaton, Russell

    2017-01-01

    The READERS (Rapid English Assimilation Developing English Reading and Speaking) program is designed to facilitate teachers and students in rapid English assimilation, focusing on grammar and verbal recall as pertaining to the English language. The purpose of this qualitative method case study was to investigate the effects of rapid English…

  20. Key Factors in Obstetric Delivery Decision-Making among Asian and Pacific Islander Women by English Proficiency.

    Science.gov (United States)

    Davis, Chevelle Ma; Guo, Mary; Miyamura, Jill; Chang, Ann; Nelson-Hurwitz, Denise C; Sentell, Tetine

    2017-10-01

    Childbirth is the most common reason women are hospitalized in the United States. Understanding (1) how expectant mothers gather information to decide where to give birth, and (2) who helps make that decision, provides critical health communication and decision-making insights. Diverse Asian American and Pacific Islander (AA/PI) perspectives on such topics are understudied, particularly among those with limited English proficiency (LEP). LEP is defined as having a limited ability to read, write, speak, or understand English. To address this research gap, we interviewed 400 women (18+ years) with a recent live birth on O'ahu, Hawai'i. Participants completed a 1-hour, in-person interview in English (n=291), Tagalog (n=42), Chinese (n=36), or Marshallese (n=31). Women were asked (1) what information was most important in deciding where to deliver and why; and (2) who participated in the decision-making and why. Responses were compared by LEP (n=71; 18%) vs English-proficient (n=329; 82%) in qualitative and quantitative analyses. Both LEP and English-proficient participants reported their obstetrician as the most important source of health information. Significantly more LEP participants valued advice from family or acquaintances as important sources of information compared to English-proficient participants. The top three health decision-makers for both those with LEP and English-proficient participants were themselves, their obstetrician, and their spouse, which did not differ significantly by language proficiency. These findings provide insights into health information sources and decision-making across diverse AA/PI populations, including those with LEP, and can help direct health interventions such as disseminating patient education and healthcare quality information.

  1. Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers

    DEFF Research Database (Denmark)

    Daysal, N. Meltem; Chin, Aimee; Imberman, Scott

    2013-01-01

    Texas requires a school district to offer bilingual education when its enrollment of limited English proficient (LEP) students in a particular elementary grade and language is twenty or higher. Using school panel data, we find a significant increase in the probability that a district provides...... bilingual education above this 20-student cutoff. Using this discontinuity as an instrument for district bilingual education provision, we find that providing bilingual education programs (relative to providing only English as a Second Language programs) does not significantly impact the standardized test...... scores of students with Spanish as their home language (comprised primarily of ever-LEP students). However, we find significant positive impacts on non-LEP students’ achievement, which indicates that education programs for LEP students have spillover effects to non-LEP students....

  2. Perspectives of Nurses on Patients With Limited English Proficiency and Their Call Light Use

    Directory of Open Access Journals (Sweden)

    Jose Galinato

    2016-03-01

    Full Text Available Patients use call light systems to initiate communication with their health care team. Little is known how this process is affected when language barriers exist between an English-speaking nurse and a patient with limited English proficiency (LEP. The aims of this study are to describe (a the perceptions of nurses regarding their communication with patients with LEP, (b how call lights affect their communication with patients with LEP, and (c the perceptions of nurses on the impact of advancement in call light technology on patients with LEP. Using focus groups, nurses were asked about their interactions with patients with LEP. The following themes emerged: barriers to communication, formal tools for communication, gestures and charades, reliance on family, creating a better call light system, and acceptability of Eloquence™. This results show that call lights affect the interaction of nurses with patients with LEP and complex issues arise in the subsequent communication that is initiated by the call light.

  3. The relationship between spoken English proficiency and participation in higher education, employment and income from two Australian censuses.

    Science.gov (United States)

    Blake, Helen L; Mcleod, Sharynne; Verdon, Sarah; Fuller, Gail

    2016-09-14

    Proficiency in the language of the country of residence has implications for an individual's level of education, employability, income and social integration. This paper explores the relationship between the spoken English proficiency of residents of Australia on census day and their educational level, employment and income to provide insight into multilingual speakers' ability to participate in Australia as an English-dominant society. Data presented are derived from two Australian censuses i.e. 2006 and 2011 of over 19 million people. The proportion of Australians who reported speaking a language other than English at home was 21.5% in the 2006 census and 23.2% in the 2011 census. Multilingual speakers who also spoke English very well were more likely to have post-graduate qualifications, full-time employment and high income than monolingual English-speaking Australians. However, multilingual speakers who reported speaking English not well were much less likely to have post-graduate qualifications or full-time employment than monolingual English-speaking Australians. These findings provide insight into the socioeconomic and educational profiles of multilingual speakers, which will inform the understanding of people such as speech-language pathologists who provide them with support. The results indicate spoken English proficiency may impact participation in Australian society. These findings challenge the "monolingual mindset" by demonstrating that outcomes for multilingual speakers in education, employment and income are higher than for monolingual speakers.

  4. The Moderating Role of English Proficiency in the Association Between Immigrant Chinese Mothers' Authoritative Parenting and Children's Outcomes.

    Science.gov (United States)

    Yu, Wei; Cheah, Charissa S L; Sun, Shuyan

    2015-01-01

    The authors' objective was to investigate the association between Chinese immigrant mothers' authoritative parenting and their children's socioemotional and behavioral difficulties. Participants were 136 first-generation Chinese immigrant mothers with 3-5-year-old children residing in the United States. Authoritative parenting was associated with lower socioemotional and behavioral difficulties in children as reported by preschool teachers. Further moderation analyses revealed that immigrant mothers' English proficiency moderated the association between authoritative parenting and children's difficulties. Specifically, authoritative parenting was significantly associated with fewer total difficulties only for children with mothers who reported higher English proficiency.

  5. Child, family, and school characteristics related to English proficiency development among low-income, dual language learners.

    Science.gov (United States)

    Kim, Yoon Kyong; Curby, Timothy W; Winsler, Adam

    2014-12-01

    Little is known about 2nd language development among young, low-income, language-minority children. This article examined the longitudinal English development of low-income, dual language learners (DLLs) in Miami (n = 18,532) from kindergarten through 5th grade. Growth curve modeling indicated that social skills, good behavior, Spanish (L1) competence in preschool, having a mother born in the United States, and attending larger schools with fewer DLLs were associated with higher initial levels of English proficiency in kindergarten and/or steeper growth over time. Survival analyses indicated that it took about 2 years for half of the sample to become proficient in English according to the school district's criterion. Higher initial proficiency in kindergarten, not receiving free/reduced lunch, not being Hispanic or Black, strong cognitive, language, and socioemotional skills at age 4, and maternal education were associated with faster attainment of English proficiency. It is important for teachers, parents, researchers, and policy makers to understand that DLL students come from diverse backgrounds and that poverty and other factors influence the speed of English language development for DLLs. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  6. Empirical Studies on Correlations between Lexical Knowledge and English Proficiency of Chinese EFL Learners in Mainland China over the Past Two Decades

    Science.gov (United States)

    Zhou, Yao; Dai, Zhongxin

    2016-01-01

    Knowledge of English vocabulary contributes to the learner's proficiency of English as a foreign language, but how the learner's lexical knowledge behaves in the contribution. Researchers in mainland China have conducted studies of various kinds in order to find out how the learner's lexical knowledge correlates with his proficiency. This article…

  7. Navigating Language Barriers: A Systematic Review of Patient Navigators' Impact on Cancer Screening for Limited English Proficient Patients.

    Science.gov (United States)

    Genoff, Margaux C; Zaballa, Alexandra; Gany, Francesca; Gonzalez, Javier; Ramirez, Julia; Jewell, Sarah T; Diamond, Lisa C

    2016-04-01

    To systematically review the literature on the impact of patient navigators on cancer screening for limited English proficient (LEP) patients. Electronic databases (PubMed, PsycINFO via OVID, Web of Science, Cochrane, EMBASE, and Scopus) through 8 May 2015. Articles in this review had: (1) a study population of LEP patients eligible for breast, cervical or colorectal cancer screenings, (2) a patient navigator intervention to provide services prior to or during cancer screening, (3) a comparison of the patient navigator intervention to either a control group or another intervention, and (4) language-specific outcomes related to the patient navigator intervention. We assessed the quality of the articles using the Downs and Black Scale. Fifteen studies met the inclusion criteria and evaluated the screening rates for breast, colorectal, and cervical cancer in 15 language populations. Fourteen studies resulted in improved screening rates for LEP patients between 7 and 60%. There was great variability in the patient navigation interventions evaluated. Training received by navigators was not reported in nine of the studies and no studies assessed the language skills of the patient navigators in English or the target language. This study is limited by the variability in study designs and limited reporting on patient navigator interventions, which reduces the ability to draw conclusions on the full effect of patient navigators. Overall, we found evidence that navigators improved screening rates for breast, cervical and colorectal cancer screening for LEP patients. Future studies should systematically collect data on the training curricula for navigators and assess their English and non-English language skills in order to identify ways to reduce disparities for LEP patients.

  8. English proficiency, personality and intercultural adjustment of Japanese students studying in America

    OpenAIRE

    Yashima, Tomoko

    1995-01-01

    This study has attempted to discover to what extent a sojourner's L2 proficiency, personality and some other qualities he/she has can predict success in intercultural adjustment. Adjustment of Japanese high school students studying in the U.S. was assessed through a questionnaire in which they were asked to self-rate the degree of satisfaction and how they perceived various aspects of their life in America. Multiple regression analyses were conducted with four dependent variables which focus ...

  9. Effectiveness of Oral Proficiency in English for Secondary Schools (OPS-English Programme in Improving English Language Vocabulary among Secondary School Students

    Directory of Open Access Journals (Sweden)

    Manesha Kaur Rajendra Singh

    2015-12-01

    Full Text Available Speaking is an important skill that needs to be mastered as it is the best way to communicate with other people in order to deliver opinions and express ideas, but the fact is that secondary school students’ ability in speaking English is low in Malaysia. It is caused by several factors such as lack of vocabulary, poor pronunciation, weak grammar and poor fluency that hinders the mastery of English language. In this research, Oral Proficiency in English for Secondary Schools (OPS-English Programme was employed to improve students’ speaking skill by engaging them in vocabulary based activities. The main objectives of this study are to investigate the effectiveness of OPS-English in improving the students speaking skills and increasing their vocabulary count. This is an experimental pretest-posttest control group design study which involved 70 students from a school located in one of the districts in Kedah, Malaysia.  The duration of the study was 8 weeks. The data collection was done using pre-test and post-test. The data from the pre-test and post-test was analysed quantitatively using independent sample test. The findings of this study show that OPS-English can improve students’ vocabulary. This is proven by experimental group’s students’ test score that showed improvement in the post-test. OPS-English is a suitable programme that should be used to improve students’ vocabulary. The result of this study provides useful insights for English language teachers in teaching speaking. Keywords: OPS-English, speaking ability, secondary school students, vocabulary activities

  10. Metacognitive awareness of reading strategies of University of Botswana English as Second Language students of different academic reading proficiencies

    Directory of Open Access Journals (Sweden)

    Joel M. Magogwe

    2013-02-01

    Full Text Available This study explored metacognitive awareness level of University of Botswana students in the Faculty of Social Sciences. It also considered the more recent research focusing on the role of metacognitive awareness in reading and how it relates to proficiency. The following questions are addressed: (1 What are the self-reported reading proficiencies of the University of Botswana students? (2 Are the University of Botswana students aware of their metacognitive reading strategies? (3 What kind of metacognitive reading strategies are frequently used? (4 Is there a difference in metacognitive awareness of reading strategies used by high- and low-proficiency students respectively? The Survey of Reading Strategies Questionnaire (SORS developed by Mokhtari and Sheorey (2002, and the semi-structured interview technique were used to collect data for this study. The findings indicate that University of Botswana English as Second Language (ESL students reported high reading proficiency and high use of metacognitive strategies, but there was no vast difference in terms of proficiency. Students who reported their proficiency as high had an edge over low-proficiency ones mainly because their management and monitoring of reading was guided more by the goals they have set themselves than by the tests and assignments they were supposed to write.

  11. A Case for Improved Reading Instruction for Academic English Reading Proficiency

    Directory of Open Access Journals (Sweden)

    Glenn Ole Hellekjær

    2008-06-01

    Full Text Available This article presents a study of the academic reading proficiency in English of 217 senior level Norwegian upper secondary school students who upon graduation are considered qualified for higher education. Testing with an International English Language Testing System (IELTS Academic Reading Module revealed that two thirds of the 178 respondents with ordinary EFL courses did not achieve the equivalent of the IELTS Band 6 score minimum that is usually required for admission to British and Australian universities. In comparison, two thirds of a sample of 39 respondents with a single, sheltered Content and Language Integrated Learning (CLIL subject achieved a Band 6 score or better. Closer analysis indicates that the poor test scores can be attributed to weaknesses in current English as a Foreign Language (EFL instruction where reading is neglected, where students do not learn to adjust how they read to reading purpose, and where they do not learn how to handle unfamiliar words to avoid disrupting the reading process. The article ends with suggestions on how to improve EFL instruction, in Norway and elsewhere.

  12. Phonological Awareness and Oral Language Proficiency in Learning to Read English among Chinese Kindergarten Children in Hong Kong

    Science.gov (United States)

    Yeung, Susanna S.; Chan, Carol K. K.

    2013-01-01

    Background: Learning to read is very challenging for Hong Kong children who learn English as a second language (ESL), as they must acquire two very different writing systems, beginning at the age of three. Few studies have examined the role of phonological awareness at the subsyllabic levels, oral language proficiency, and L1 tone awareness in L2…

  13. The Role of Attachment, Travel Experiences and English Proficiency in International Students' Acculturative Stress and Depressive Symptoms

    Science.gov (United States)

    Smiljanic, Iskra

    2017-01-01

    This study examined the relationship between attachment, travel experiences, and English proficiency and international students' acculturative stress and depressive symptoms. A total of 91 graduate international students completed online surveys. Pearson correlations showed that both attachment anxiety and avoidance were positively correlated with…

  14. The Effect of Full-Day Kindergarten on the Reading Scores of Limited English-Proficient Students

    Science.gov (United States)

    Wehbe, Hanan

    2012-01-01

    One public school district developed a full-day kindergarten program for at-risk students, including those who are limited English-proficient (LEP), as a strategy to close the achievement gap. Not all LEP students in this district attended the full-day program due to limited space. The district administrators were looking for research-based…

  15. Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers : Regression Discontinuity Evidence from Texas

    NARCIS (Netherlands)

    Chin, A.; Meltem Daysal, N.; Imberman, S.A.

    2012-01-01

    Abstract: Texas requires a school district to offer bilingual education when its enrollment of limited English proficient (LEP) students in a particular elementary grade and language is twenty or higher. Using school panel data, we find a significant increase in the probability that a district

  16. Secondary Engineering Design Graphics Educator Service Load of Students with Identified Categorical Disabilities and Limited English Proficiency

    Science.gov (United States)

    Ernst, Jeremy V.; Li, Songze; Williams, Thomas O.

    2014-01-01

    The ever-changing student population of engineering design graphics students necessitates broader sets of instructor adeptness. Specifically, preparedness to educate and provide adequate educational access to content for students with identified categorical disabilities and Limited English Proficiency (LEP) is now an essential readiness skill for…

  17. English Proficiency and Peer Interethnic Relations as Predictors of Math Achievement among Latino and Asian Immigrant Students

    Science.gov (United States)

    Barrett, Alice N.; Barile, John P.; Malm, Esther K.; Weaver, Scott R.

    2012-01-01

    Studies show math achievement to be the best predictor of entering post-secondary education. However, less is known about the predictors of math achievement, particularly among immigrant youth. This study examined English proficiency and peer interethnic relations as predictors of mathematics achievement among Latino and Asian high school…

  18. Motivation for Staying in College: Differences Between LEP (Limited English Proficiency) and Non-LEP Hispanic Community College Students

    Science.gov (United States)

    Fong, Carlton J.; Krause, Jaimie M.; Acee, Taylor W.; Weinstein, Claire Ellen

    2016-01-01

    The study investigated motivational differences and higher education outcomes between limited English proficiency (LEP) Hispanic students compared with non-LEP Hispanic students. With a sample of 668 Hispanic community college students, we measured various forms of achievement motivation informed by self-determination theory, grade point average…

  19. Translation Recognition in Highly Proficient Hindi-English Bilinguals: The Influence of Different Scripts but Connectable Phonologies

    Science.gov (United States)

    Sunderman, Gretchen L.; Priya, Kanu

    2012-01-01

    This study investigates the phonological nature of the lexical links in the bilingual lexicon using different-script bilinguals. Highly proficient Hindi-English bilinguals performed a translation recognition task (i.e., decide whether two words presented sequentially are a correct translation pair). For the critical trials, the second word was a…

  20. Do It Yourself? A Learners' Perspective on Learner Autonomy and Self-Access Language Learning in an English Proficiency Programme.

    Science.gov (United States)

    Reinders, Hayo

    This research paper presents a learners' perspective on (the promotion of) learner autonomy and Self-Access Language Learning in an English Proficiency Program. It provides an evaluation of the success of these course elements as well as an interpretation of students' understanding of the related concepts. Finally, it identifies factors that…

  1. Accent, Perpetual Foreigner Stereotype, and Perceived Discrimination as Indirect Links between English Proficiency and Depressive Symptoms in Chinese American Adolescents

    Science.gov (United States)

    Kim, Su Yeong; Wang, Yijie; Deng, Shiying; Alvarez, Rocio; Li, Jing

    2011-01-01

    The current study uses Garcia Coll et al.'s (1996) developmental competence model of ethnic minority children and Kim's (1999) racial triangulation theory as frameworks for investigating the mechanisms whereby early adolescent English proficiency relates to perceived discriminatory experiences and adolescent depressive symptoms. Data from 444…

  2. Popular Culture, English Out-of-Class Activities, and Learner Autonomy among Highly Proficient Secondary Students in Hong Kong

    Science.gov (United States)

    Chan, Hoi Wing

    2016-01-01

    This paper reports on how and why proficient learners of English in Hong Kong participated in popular culture, out-of-class activities, with an emphasis on their development of learner autonomy. Autonomy in language learning is defined as an individual's ability and responsibility to take charge of his or her own learning [1]. Out-of-class…

  3. 34 CFR 472.33 - How must projects that serve adults with limited English proficiency provide for the needs of...

    Science.gov (United States)

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false How must projects that serve adults with limited English proficiency provide for the needs of those adults? 472.33 Section 472.33 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION...

  4. Identifying Affirmative Beliefs about English Language Learning: Self-Perceptions of Thai Learners with Different Language Proficiency

    Science.gov (United States)

    Wang, Tuntiga; Rajprasit, Krich

    2015-01-01

    Theoretically, beliefs about English language learning have a psychological factor, such as predicting the rate of success or failure among learners in the classroom context. However, learners with different levels of language proficiency may perceive such beliefs in a different way, which may lead to the development of special needs, in terms of…

  5. CA8-05: Communication Problems and Preferences of Limited English Proficient Spanish Speakers in a Predominantly English-oriented Medical Setting

    Science.gov (United States)

    Gordon, Nancy; Gregory-Burns, Gina; Dean, Susan; Torreblanca, Antonia

    2012-01-01

    Background/Aims To investigate communication problems and preferences of Limited English Proficiency Spanish speakers in a predominantly English-oriented medical care system. Methods Waiting room survey (self-administered questionnaire) conducted January-October 2011 at 5 Kaiser Permanente Northern California facilities (incl. 4 Latino Health Modules). Study Sample: Patients classified based on self-report as having Very Limited English Proficiency (VLEP, n=1527, doesn’t speak English at all or not well) or Limited English Proficiency (LEP, n=431, speaks English well, but not very well). The sample included 380 women and 169 men aged 18–39, 681 women and 294 men aged 40–59, and 290 women and 108 men aged = 60. By age group, 74.1%, 79.2%, and 80.2%, respectively, were classified as VLEP, with women comprising approximately 71% of VLEP and 60% of LEP in each age group. Over 85% came from Mexico or Central America. Results Educational attainment very low in both LEP and VLEP groups, but across all age groups, significantly lower for VLEP vs. LEP. Approximately 75% of LEP (“speak English well”) patients have trouble at least sometimes understanding people speaking to them in English. Over half of LEP patients have difficulty understanding letters and information in English. Nearly half of LEP and 15% of VLEP patients want to receive letters and instructions in both English and Spanish. Home Internet access is approximately 80% for LEP and 55% for VLEP aged 20–59; 46% and 28%, respectively, for ages =60. Ability to use email and the Internet significantly declines with age; lower among VLEP than LEP across age groups. Significant VLEP-LEP and age group differences exist for communication modality preferences. Preference for modalities involving computer/Internet decrease with age and language proficiency within age group; while age differences persist, VLEP-LEP differences within age group are smaller for text messages, DVDs, and phone-based messages

  6. Cancer Counseling of Low-Income Limited English Proficient Latina Women Using Medical Interpreters: Implications for Shared Decision-Making.

    Science.gov (United States)

    Kamara, Daniella; Weil, Jon; Youngblom, Janey; Guerra, Claudia; Joseph, Galen

    2018-02-01

    In cancer genetic counseling (CGC), communication across language and culture challenges the model of practice based on shared decision-making. To date, little research has examined the decision-making process of low-income, limited English proficiency (LEP) patients in CGC. This study identified communication patterns in CGC sessions with this population and assessed how these patterns facilitate or inhibit the decision-making process during the sessions. We analyzed 24 audio recordings of CGC sessions conducted in Spanish via telephone interpreters at two public hospitals. Patients were referred for risk of hereditary breast and ovarian cancer; all were offered genetic testing. Audio files were coded by two bilingual English-Spanish researchers and analyzed using conventional content analysis through an iterative process. The 24 sessions included 13 patients, 6 counselors, and 18 interpreters. Qualitative data analyses identified three key domains - Challenges Posed by Hypothetical Explanations, Misinterpretation by the Medical Interpreter, and Communication Facilitators - that reflect communication patterns and their impact on the counselor's ability to facilitate shared decision-making. Overall, we found an absence of patient participation in the decision-making process. Our data suggest that when counseling LEP Latina patients via medical interpreter, prioritizing information with direct utility for the patient and organizing information into short- and long-term goals may reduce information overload and improve comprehension for patient and interpreter. Further research is needed to test the proposed counseling strategies with this population and to assess how applicable our findings are to other populations.

  7. How Do Algebra I Course Repetition Rates Vary among English Learner Students by Length of Time to Reclassification as English Proficient? REL 2017-222

    Science.gov (United States)

    Jaquet, Karina; Fong, Anthony B.

    2017-01-01

    Research has found high repetition rates for students in Algebra I, with one study finding a repetition rate of 44 percent for students in a large urban high school district. Less is known about how math performance and Algebra I course repetition rates vary among students with different levels of English proficiency. This report examines Algebra…

  8. English Proficiency and Peer Interethnic Relations as Predictors of Math Achievement among Latino and Asian Immigrant Students

    Science.gov (United States)

    Barrett, Alice N.; Barile, John P.; Malm, Esther K.; Weaver, Scott R.

    2013-01-01

    Studies show math achievement to be the best predictor of entering post-secondary education. However, less is known about the predictors of math achievement, particularly among immigrant youth. This study examined English proficiency and peer interethnic relations as predictors of mathematics achievement among Latino and Asian high school students, postulating an interaction between the predictors and mediation by academic motivation. A multilevel moderated-mediation model was used to analyze data from a national sample of 2,113 non-native English speaking Latino and Asian students attending high school in the U.S. We found that higher academic motivation mediated the relationship between English proficiency during their sophomore year and gains in senior math achievement scores for both Asian and Latino students. For Latino students however, this indirect path was only significant for students whose perceptions of positive peer interethnic relations at school were average or above average. PMID:22959129

  9. Second language proficiency modulates conflict-monitoring in an oculomotor Stroop task: evidence from Hindi-English bilinguals.

    Science.gov (United States)

    Singh, Niharika; Mishra, Ramesh K

    2013-01-01

    Many studies have confirmed the presence of a bilingual advantage which is manifested as enhanced cognitive and attention control. However, very few studies have investigated the role of second language proficiency on the modulation of conflict-monitoring in bilinguals. We investigated this by comparing high and low proficient Hindi-English bilinguals on a modified saccadic arrow Stroop task under different monitoring conditions, and tested the predictions of the bilingual executive control advantage proposal. The task of the participants was to make an eye movement toward the color patch in the same color as the central arrow, ignoring the patch to which the arrow was pointing. High-proficient bilinguals had overall faster saccade latency on all types of trials as compared to the low proficient bilinguals. The overall saccadic latency for high proficiency bilinguals was similarly affected by the different types of monitoring conditions, whereas conflict resolution advantage was found only for high monitoring demanding condition. The results support a conflict-monitoring account in a novel oculomotor task and also suggest that language proficiency could modulate executive control in bilinguals.

  10. Second language proficiency modulates conflict-monitoring in an oculomotor Stroop task: evidence from Hindi-English bilinguals.

    Directory of Open Access Journals (Sweden)

    Niharika eSingh

    2013-06-01

    Full Text Available Many studies have confirmed the presence of a bilingual advantage which is manifested as enhanced cognitive and attention control. However, very few studies have investigated the role of second language proficiency on the modulation of conflict-monitoring in bilinguals. We investigated this by comparing high and low proficient Hindi-English bilinguals on a modified saccadic arrow Stroop task under different monitoring conditions, and tested the predictions of the bilingual executive control advantage proposal. The task of the participants was to make an eye movement towards the colour patch in the same colour as the central arrow, ignoring the patch to which the arrow was pointing. High-proficient bilinguals had overall faster saccade latency on all types of trials as compared to the low proficient bilinguals. The overall saccadic latency for high proficiency bilinguals was similarly affected by the different types of monitoring conditions, whereas conflict resolution advantage was found only for high monitoring demanding condition. The results support a conflict-monitoring account in a novel oculomotor task and also suggest that language proficiency could modulate executive control in bilinguals.

  11. Impact of Interpreter Services on Delivery of Health Care to Limited–English-proficient Patients

    Science.gov (United States)

    Jacobs, Elizabeth A; Lauderdale, Diane S; Meltzer, David; Shorey, Jeanette M; Levinson, Wendy; Thisted, Ronald A

    2001-01-01

    OBJECTIVE To determine whether professional interpreter services increase the delivery of health care to limited–English-proficient patients. DESIGN Two-year retrospective cohort study during which professional interpreter services for Portuguese and Spanish-speaking patients were instituted between years one and two. Preventive and clinical service information was extracted from computerized medical records. SETTING A large HMO in New England. PARTICIPANTS A total of 4,380 adults continuously enrolled in a staff model health maintenance organization for the two years of the study, who either used the comprehensive interpreter services (interpreter service group [ISG]; N = 327) or were randomly selected into a 10% comparison group of all other eligible adults (comparison group [CG]; N = 4,053). MEASUREMENTS AND MAIN RESULTS The measures were change in receipt of clinical services and preventive service use. Clinical service use and receipt of preventive services increased in both groups from year one to year two. Clinical service use increased significantly in the ISG compared to the CG for office visits (1.80 vs 0.70; P interpreter services. CONCLUSION Professional interpreter services can increase delivery of health care to limited–English-speaking patients. PMID:11520385

  12. English Teachers Classroom Assessment Practices

    Science.gov (United States)

    Saefurrohman; Balinas, Elvira S.

    2016-01-01

    The new language assessment policies in the Philippines and in Indonesia have impact on English teachers' assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high…

  13. English Language Proficiency Tests and Academic Achievement: A Study on the Malaysian University English Test as a Predictor of Technical Programme Undergraduates Academic Achievement

    Directory of Open Access Journals (Sweden)

    Nurhazlini Rahmat

    2015-02-01

    Full Text Available In the Malaysian education system, English has always played an important role. In acknowledging its importance, Malaysian University English Test (MUET has been introduced to enable continued emphasis on this role.  MUET has been made compulsory for those who wish to pursue a first degree programme in local universities. This study aims to examine the relationship between English language proficiency test (as measured by MUET bands to predict the undergraduates academic achievement (as measured by Cumulative Grade Point Average score. It also aims to determine the recommended MUET band as an entry requirement for prospective technical programme undergraduates in Universiti Putra Malaysia (UPM. The study was carried out among 225 final year undergraduates of five different faculties in UPM, namely Faculty of Engineering, Faculty of Forestry, Faculty of Biotechnology and Biomolecular, Faculty of Food Science and Technology, and Faculty of Veterinary Medicine.  The data used were obtained by administering a brief questionnaire and were quantitatively analysed using Statistical Package for Social Science (SPSS version 19.  The study revealed that there is a medium positive correlation between English language proficiency and academic achievement where students who have scored higher bands for MUET are the ones who obtained higher CGPA in their study. Based on the findings, it is recommended that UPM and other local universities make changes towards the minimum MUET entry requirement to help prospective undergraduates excel in their academic study. Keywords: English language proficiency, academic achievement, technical programme, MUET, CGPA

  14. Increased Access to Professional Interpreters in the Hospital Improves Informed Consent for Patients with Limited English Proficiency.

    Science.gov (United States)

    Lee, Jonathan S; Pérez-Stable, Eliseo J; Gregorich, Steven E; Crawford, Michael H; Green, Adrienne; Livaudais-Toman, Jennifer; Karliner, Leah S

    2017-08-01

    Language barriers disrupt communication and impede informed consent for patients with limited English proficiency (LEP) undergoing healthcare procedures. Effective interventions for this disparity remain unclear. Assess the impact of a bedside interpreter phone system intervention on informed consent for patients with LEP and compare outcomes to those of English speakers. Prospective, pre-post intervention implementation study using propensity analysis. Hospitalized patients undergoing invasive procedures on the cardiovascular, general surgery or orthopedic surgery floors. Installation of dual-handset interpreter phones at every bedside enabling 24-h immediate access to professional interpreters. Primary predictor: pre- vs. post-implementation group; secondary predictor: post-implementation patients with LEP vs. English speakers. Primary outcomes: three central informed consent elements, patient-reported understanding of the (1) reasons for and (2) risks of the procedure and (3) having had all questions answered. We considered consent adequately informed when all three elements were met. We enrolled 152 Chinese- and Spanish-speaking patients with LEP (84 pre- and 68 post-implementation) and 86 English speakers. Post-implementation (vs. pre-implementation) patients with LEP were more likely to meet criteria for adequately informed consent (54% vs. 29%, p = 0.001) and, after propensity score adjustment, had significantly higher odds of adequately informed consent (AOR 2.56; 95% CI, 1.15-5.72) as well as of each consent element individually. However, compared to post-implementation English speakers, post-implementation patients with LEP had significantly lower adjusted odds of adequately informed consent (AOR, 0.38; 95% CI, 0.16-0.91). A bedside interpreter phone system intervention to increase rapid access to professional interpreters was associated with improvements in patient-reported informed consent and should be considered by hospitals seeking to improve

  15. Adult English language learners and self-assessment a qualitative study

    CERN Document Server

    Wolochuk, Alexandria

    2014-01-01

    This study explores the relationship between adult English-language learners' assessment of their own language proficiency on the English Ability Questionnaire (EAQ) and their performance on the Test of English as a Foreign Language (TOEFL). It addresses aspects of developing the ""autonomous"" student and makes for the integration of self-directed learners who will be more aware of their strengths and weaknesses and how to address them

  16. Assessment of thinking style preferences and language proficiency for South African students whose native languages differ.

    Science.gov (United States)

    Maree, Jacobus G; de Boer, Ann-Louise

    2003-10-01

    The language proficiency of first-year students at the University of Pretoria (56 men and 59 women, M age=19.40 yr., SD=.80, range from 18.00 to 20.70) was assessed by means of the English Language Skills Assessment. More than one-third of the students did not show proficiency at Grade 10, as expected. This language assessment was not correlated with academic achievement equally well for students in a group. The diversity of thinking style preferences of the students enrolled in a language development course was also assessed on the Herrmann Brain Dominance Instrument. Scores indicated a range of thinking style preferences but the group's overall mean scores represented detail-oriented and feeling-based modes of thinking processes. These preferences were correlated with academic achievement and learning of languages. The data are consistent with the hypothesis that thinking styles could be a focus of educational strategies in South Africa, using the perspective that qualitatively different approaches to teaching might be associated with students' qualitatively different approaches to learning.

  17. The Influence of L1 and the Lexicon of Proficient Adult L2 Users: In Analysis of English Textbooks in Korea.

    Science.gov (United States)

    Suk, Daria Soon-Young; Lee, Yae-Sheik

    2001-01-01

    Shows how lexical and conceptual representation may be structured in the lexicon of Korean English-as-a- Second-Language users of high proficiency based on the data obtained from currently-used Grade 7 English textbooks in Korea. Findings show the existence of misusage due to Korean influence on second language English. (Author/VWL)

  18. Evidence-based dentistry: assessment to document progression to proficiency.

    Science.gov (United States)

    Marshall, T A; Straub-Morarend, C L; Guzmán-Armstrong, S; Handoo, N

    2017-11-01

    The integration of evidence-based dentistry (EBD) into pre-doctoral dental curricula requires the identification of desired outcomes, development of curricular content and design of assessment strategies which guide student performance whilst documenting achievement of desired curricular outcomes. Models for developing EBD curriculums have been described in the literature; however, the logistics of designing assessment instruments to progressively document student performance have received less attention. The objective of this article is to describe the University of Iowa's College of Dentistry's development and implementation of assessment strategies to guide student learning of EBD knowledge, application and assimilation to serve as a model for other institutions developing EBD assessment protocols. Desired EBD knowledge and behaviour outcomes guided the development of curricular content and progressive formative and summative assessment strategies. Vertically and horizontally integrated educational activities enabling students to demonstrate EBD knowledge whilst modelling desired behaviours were identified, whilst assessment principles guided development of learning guides and assessment instruments to document achievement of desired outcomes. Consistent EBD language and educational activities are utilised throughout the 4-year interdisciplinary curriculum with stepwise assessment protocols matched to the curriculum. Examples of student learning guides and assessment instruments are provided. Curricular design guides development of assessment strategies. Assessment protocols provide consistent formative and summative feedback to enable continuous student growth to become proficient EBD practitioners. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  19. Spanish researchers’ perceived difficulty writing research articles for English-medium journals: the impact of proficiency in English versus publication experience

    Directory of Open Access Journals (Sweden)

    Ana I. Moreno

    2012-10-01

    Full Text Available Previous quantitative studies suggest that the burden researchers who use English as an additional language perceive when writing research articles (RAs for publication in English (as L2 is 24% greater than the burden they perceive when they write RAs for publication in their L1. It remains unclear precisely which aspects of research article (RA writing in English present these writers with the greatest challenge and just why they perceive this increase in difficulty. A structured questionnaire comprising thirty-seven questions about researchers’ publication experiences in scientific journals in English and in Spanish was designed and sent out to all (n = 8,794 Spanish postdoctoral researchers at one research-only institution and four universities in Spain, yielding responses from 1,717 researchers. Our first results show that the discussion is the section that is perceived as more difficult to write for English-medium journals, across the four broad knowledge areas in a way that cannot be fully explained by their lower level of proficiency in English (as L2. This article proposes the rhetorical transfer hypothesis as a possible explanation for their additional difficulty. Our results also reveal that their increased perceived difficulty writing RA discussions in English (as L2 does not decrease noticeably until Spanish researchers report high or very high levels of proficiency in English (as L2 for academic or general purposes or have published on average at least 37 RAs as corresponding author in English-medium journals over the last ten years. Implications for English for Academic Purposes (EAP research and pedagogy are discussed.

  20. Differences in vocal characteristics between Cantonese and English produced by proficient Cantonese-English bilingual speakers--a long-term average spectral analysis.

    Science.gov (United States)

    Ng, Manwa L; Chen, Yang; Chan, Ellen Y K

    2012-07-01

    The present study objectively examined the possible difference in vocal characteristics associated with English and Cantonese produced by proficient Cantonese-English bilingual speakers. Forty native speakers of Cantonese (20 males and 20 females) who were proficient in Cantonese and English participated in the study. An array of acoustical parameters, including fundamental frequency (F0) values and first spectral peak (FSP), mean spectral energy (MSE), and spectral tilt (ST) extracted from long-term average speech spectra were obtained from connected speech samples produced in Cantonese and English by the bilingual speakers. Acoustical parameters were measured using Praat (P. Boersma & D. Weenink, Amsterdam, The Netherlands) and used to objectively describe the voice quality. Results indicated that female bilingual speakers had significantly higher F0 values in speaking English than Cantonese. Although exhibiting comparable FSP values, the bilingual speakers showed significantly higher MSE and lower ST values when speaking Cantonese compared with English. The present findings imply that, even with the same phonatory apparatus, language being spoken can have an effect on the speakers' voice quality. Copyright © 2012 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

  1. A study of the effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge of Hispanic English language learners and native English language-speaking students participating in grade 10 science classes

    Science.gov (United States)

    Torres, Hector Neftali, Sr.

    2000-11-01

    The purpose of this study was to examine the effects of English language proficiency and levels of scientific reasoning skills of Hispanic English language learners and native English language speaking students on their acquisition of science content knowledge as measured by a state-wide standardized science test. The researcher studied a group of high school Hispanic English language learners and native English language speaking students participating in Grade 10 science classes. The language proficiency of the students was to be measured through the use of the Test of English as a Foreign Language (TOEFL) instrument. A Classroom Test of Scientific Reasoning developed by Lawson (1978) was administered in either English or Spanish to the group of Hispanic English language learners and in English to the group of native English language-speaking students in order to determine their levels of scientific reasoning skills. The students' acquisition of science content knowledge was measured through the use of statewide-standardized science test developed by the State's Department of Education. This study suggests that the levels of English language proficiency appear to influence the acquisition of science content knowledge of Hispanic English language learners in the study. The results of the study also suggest that with regards to scientific reasoning skills, students that showed high levels or reflective reasoning skills for the most part performed better on the statewide-standardized science test than students with intuitive or transitional reasoning skills. This assertion was supported by the studies conducted by Lawson and his colleagues, which showed that high levels of reasoning or reflective reasoning skills are prerequisite for most high school science courses. The findings in this study imply that high order English language proficiency combined with high levels of reasoning skills enhances students' abilities to learn science content subject matter. This

  2. Limited English proficient Hmong- and Spanish-speaking patients’ perceptions of the quality of interpreter services

    Science.gov (United States)

    Lor, Maichou; Xiong, Phia; Schweia, Rebecca J.; Bowers, Barbara; Jacobs, Elizabeth A.

    2015-01-01

    Background Language barriers are a large and growing problem for patients in the U.S. and around the world. Interpreter services are a standard solution for addressing language barriers and most research has focused on utilization of interpreter services and their effect on health outcomes for patients who do not speak the same language as their healthcare providers including nurses. However, there is limited research on patients’ perceptions of these interpreter services. Objective To examine Hmong- and Spanish-speaking patients’ perceptions of interpreter service quality in the context of receiving cancer preventive services. Methods Twenty limited English proficient Hmong (n=10) and Spanish-speaking participants (N=10) ranging in age from 33 to 75 years were interviewed by two bilingual researchers in a Midwestern state. Interviews were audio taped, transcribed verbatim, and translated into English. Analysis was done using conventional content analysis. Results The two groups shared perceptions about the quality of interpreter services as variable along three dimensions. Specifically, both groups evaluated quality of interpreters based on the interpreters’ ability to provide: (a) literal interpretation, (b) cultural interpretation, and (c) emotional interpretation during the health care encounter. The groups differed, however, on how they described the consequences of poor interpretation quality. Hmong participants described how poor quality interpretation could lead to: (a) poor interpersonal relationships among patients, providers, and interpreters, (b) inability of patients to follow through with treatment plans, and (c) emotional distress for patients. Conclusions Our study highlights the fact that patients are discerning consumers of interpreter services; and could be effective partners in efforts to reform and enhance interpreter services. PMID:25865517

  3. Limited English proficient Hmong- and Spanish-speaking patients' perceptions of the quality of interpreter services.

    Science.gov (United States)

    Lor, Maichou; Xiong, Phia; Schwei, Rebecca J; Bowers, Barbara J; Jacobs, Elizabeth A

    2016-02-01

    Language barriers are a large and growing problem for patients in the US and around the world. Interpreter services are a standard solution for addressing language barriers and most research has focused on utilization of interpreter services and their effect on health outcomes for patients who do not speak the same language as their healthcare providers including nurses. However, there is limited research on patients' perceptions of these interpreter services. To examine Hmong- and Spanish-speaking patients' perceptions of interpreter service quality in the context of receiving cancer preventive services. Twenty limited English proficient Hmong (n=10) and Spanish-speaking participants (n=10) ranging in age from 33 to 75 years were interviewed by two bilingual researchers in a Midwestern state. Interviews were audio taped, transcribed verbatim, and translated into English. Analysis was done using conventional content analysis. The two groups shared perceptions about the quality of interpreter services as variable along three dimensions. Specifically, both groups evaluated quality of interpreters based on the interpreters' ability to provide: (a) literal interpretation, (b) cultural interpretation, and (c) emotional interpretation during the health care encounter. The groups differed, however, on how they described the consequences of poor interpretation quality. Hmong participants described how poor quality interpretation could lead to: (a) poor interpersonal relationships among patients, providers, and interpreters, (b) inability of patients to follow through with treatment plans, and (c) emotional distress for patients. Our study highlights the fact that patients are discerning consumers of interpreter services; and could be effective partners in efforts to reform and enhance interpreter services. Copyright © 2015 Elsevier Ltd. All rights reserved.

  4. Re-examining text difficulty through automated textual analysis tools and readers’ beliefs: the case of the Greek State Certificate of English Language Proficiency exam

    National Research Council Canada - National Science Library

    Jenny Liontou

    2012-01-01

    ... Certificate of English Language Proficiency exam (KPG1). Its ultimate purpose was to explore the contribution of such features to perceived text difficulty while at the same time examining the relationship between strategy use and test-takers...

  5. Exploring support strategies for assisting Grade four English second language learners in developing cognitive academic language proficiency

    OpenAIRE

    2013-01-01

    M.Ed. (Educational Linguistics) This study examined language barriers affecting a selected group of Grade Four learners from a disadvantaged community, to whom English, the medium of classroom instruction, was their second language. They were disadvantaged because their language proficiency had not been developed early enough to serve as a springboard for conceptualizations of academic aspects. They struggled to express themselves and grappled with simple linguistic concepts which they wer...

  6. Patterns of interpreter use for hospitalized patients with limited English proficiency.

    Science.gov (United States)

    Schenker, Yael; Pérez-Stable, Eliseo J; Nickleach, Dana; Karliner, Leah S

    2011-07-01

    Professional interpreter use improves the quality of care for patients with limited English proficiency (LEP), but little is known about interpreter use in the hospital. Evaluate interpreter use for clinical encounters in the hospital. Cross-sectional. Hospitalized Spanish and Chinese-speaking LEP patients. Patient reported use of interpreters during hospitalization. Among 234 patients, 57% reported that any kind of interpreter was present with the physician at admission, 60% with physicians during hospitalization, and 37% with nurses since admission. The use of professional interpreters with physicians was infrequent overall (17% at admission and 14% since admission), but even less common for encounters with nurses (4%, p interpreter was more common with physicians (28% at admission, 23% since admission) than with nurses (18%, p = 0.008). Few patients reported that physicians spoke their language well (19% at admission, 12% since admission) and even fewer reported that nurses spoke their language well (6%, p = 0.0001). Patients were more likely to report that they either "got by" without an interpreter or were barely spoken to at all with nurses (38%) than with physicians at admission (14%) or since admission (15%, p Interpreter use varied by type of clinical contact, but was overall more common with physicians than with nurses. Professional interpreters were rarely used. With physicians, use of ad hoc interpreters such as family or friends was most common; with nurses, patients often reported, "getting by" without an interpreter or barely speaking at all.

  7. A web-based educational video to improve asthma knowledge for limited English proficiency Latino caregivers.

    Science.gov (United States)

    Riera, Antonio; Ocasio, Agueda; Tiyyagura, Gunjan; Thomas, Anita; Goncalves, Patricia; Krumeich, Lauren; Ragins, Kyle; Trevino, Sandra; Vaca, Federico E

    2017-08-01

    To evaluate limited English proficiency (LEP) Latino caregiver asthma knowledge after exposure to an educational video designed for this target group. A cross-sectional, interventional study was performed. We aimed to evaluate the post-test impact on asthma knowledge from baseline after exposure to a patient-centered, evidence-based, and professionally produced Spanish asthma educational video. Participants included LEP Latino caregivers of children 2-12 years old with persistent asthma. Enrollment was performed during ED encounters or scheduled through a local community organization. Asthma knowledge was measured with a validated Spanish parental asthma knowledge questionnaire. Differences in mean scores were calculated with a paired t-test. Twenty caregivers were enrolled. Participants included mothers (100%) from Puerto Rico (75%), with a high-school diploma or higher (85%), with no written asthma action plan (65%), whose child's asthma diagnosis was present for at least 3 years (80%). Mean baseline asthma knowledge scores improved 8 points from 58.4 to 66.4 after watching the educational video (95% CI 5.3-10.7; t(19) = 6.21, p asthma knowledge for a Latino population facing communication barriers to quality asthma care. Dissemination of this educational resource to LEP caregivers has the potential to improve pediatric asthma care in the United States.

  8. The International English Language Testing System (IELTS): The Speaking Test.

    Science.gov (United States)

    Ingram, D. E.

    1991-01-01

    The International English Language Testing System (IELTS) assesses proficiency in English both generally and for special purposes of non-native English speakers studying, training, or learning English in English-speaking countries. The Speaking subtest of the IELTS measures a candidate's general proficiency in speaking in everyday situations via a…

  9. Effect of Developing Pragmatic Competence through Telecollaboration on Improving English as Foreign Language Learners' Writing Proficiency

    Science.gov (United States)

    Rafieyan, Vahid; Rafieyan, Ali; Rafieyan, Navid; Rafieyan, Saeid; Rafieyan, Parvaneh; Rafieyan, Mohamad

    2015-01-01

    The very information structure of written communication depends not just on the writer's meaning and purpose but rather on the extent to which writer and reader share knowledge of pragmatic features of the language. To assess the actual effect of developing target language pragmatic competence through telecollaboration on improving English as…

  10. PRE-SERVICE EFL TEACHERS’ SELF-EFFICACY, THEIR ENGLISH PROFICIENCY AND THEIR PREPAREDNESS FOR TEACHING PRACTICUM PROGRAM

    Directory of Open Access Journals (Sweden)

    Himmawan Adi Nugroho

    2017-11-01

    Full Text Available Teacher training institutions hold an important role in preparing their students, the prospective or pre-service teachers, to become professional teachers based on their specific fields of study. This study examined the pre-service EFL teachers’ perception of self-efficacy and their English proficiency toward their preparedness for the teaching practicum program. The study used a survey research design using questionnaire as the instrument to get the pre-service EFL teachers’ perception of self-efficacy. The English proficiency data was from the TEP (test of English proficiency collected from the university’s language center where the pre-service EFL teachers took the test. Findings show that the pre-service EFL teachers have medium to high self-efficacy toward their teaching of EFL. They feel ready in spite of the fact they still have the feeling of anxiety. The courses related with the preparation to become a good and qualified EFL teachers and also for the teaching practicum program helped them to feel more confident.

  11. Composition Medium Comparability in a Direct Writing Assessment of Non-Native English Speakers

    Directory of Open Access Journals (Sweden)

    Edward W. Wolfe

    2004-01-01

    Full Text Available The Test of English as a Foreign Language (TOEFL contains a direct writing assessment, and examinees are given the option of composing their responses at a computer terminal using a keyboard or composing their responses in handwriting. This study sought to determine whether performance on a direct writing assessment is comparable for examinees when given the choice to compose essays in handwriting versus word processing. We examined this relationship controlling for English language proficiency and several demographic characteristics of examinees using linear models. We found a weak two-way interaction between composition medium and English language proficiency with examinees with weaker English language scores performing better on handwritten essays while examinees with better English language scores performing comparably on the two testing media. We also observed predictable differences associated with geographic region, native language, gender, and age.

  12. Setting Standards for English Foreign Language Assessment: Methodology, Validation, and a Degree of Arbitrariness

    Science.gov (United States)

    Tiffin-Richards, Simon P.; Pant, Hans Anand; Koller, Olaf

    2013-01-01

    Cut-scores were set by expert judges on assessments of reading and listening comprehension of English as a foreign language (EFL), using the bookmark standard-setting method to differentiate proficiency levels defined by the Common European Framework of Reference (CEFR). Assessments contained stratified item samples drawn from extensive item…

  13. Self-efficacy, foreign language anxiety as predictors of academic performance among professional program students in a general English proficiency writing test.

    Science.gov (United States)

    Chen, M C; Lin, Huey-Ju

    2009-10-01

    Questionnaires were administered to 120 students. Cluster analysis was used to examine whether specific groups could be described by a writing self-efficacy scale, English writing anxiety scale, and a written General English Proficiency Test. Three clusters were observed. Demographic variables were compared for each cluster, including age, sex, program of study, years of English instruction, native language, and number of English speaking acquaintances. Efforts to reduce writing anxiety and promote writing self-efficacy could enhance writing scores of participants.

  14. Influence of L2 proficiency on kinematic duration of single words: Real and novel word production by Bengali-English speakers.

    Science.gov (United States)

    Chakraborty, Rahul; Shanmugam, Ramalingam

    2011-12-01

    The study explored the influence of second language proficiency on the kinematic duration of single words. Participants produced real and novel words with variable stress targets (e.g., trochaic and iambic) embedded in first language (L1) and second language (L2) sentence frames. Participants were monolingual English speakers (n=10) and Bengali-English bilinguals with early exposure to English (n=10) and late exposure to English (n=10). Bengali was the L1 and English was the L2 for all 20 bilingual participants. Duration of lip movements for the target real and novel words was analysed. Results suggest that kinematic duration of single words was not influenced by speakers' L2 proficiency. However, L2 proficiency influenced foreign accent ratings for the real words, but not the novel words. Kinematic duration and perception of accent were not correlated, which might imply that accent reduction might not always be a direct consequence of shorter word duration.

  15. [Why are some high achievers on the course final exam unsuccessful on the proficiency exam in English?].

    Science.gov (United States)

    Matsunuma, Mitsuyasu

    2009-04-01

    This study examined why some high achievers on the course final exam were unsuccessful on the proficiency exam in English. We hypothesized that the learning motives and learning behaviors (learning strategy, learning time) had different effects on the outcomes of the exams. First, the relation between the variables was investigated using structural equation modeling. Second, the learning behaviors of students who got good marks on both exams were compared with students who did well only on the course final exam. The results were as follows. (a) Learning motives influenced test performance via learning behaviors. (b) Content-attached motives influenced all variables concerning learning behaviors. (c) Content-detached motives influenced all variables concerning learning behaviors that were related only to the course final exam. (d) The students who got good marks on both exams performed the learning behaviors that were useful on the proficiency exam more frequently than the students who did well only on the course final exam.

  16. Validating the Technology Proficiency Self-Assessment Questionnaire for 21st Century Learning (TPSA C-21)

    Science.gov (United States)

    Christensen, Rhonda; Knezek, Gerald

    2017-01-01

    Accurately measuring levels of technology proficiency in current and future classroom teachers are an important first step toward enhancing comfort level and confidence in integrating technology into the educational environment. The original Technology Proficiency Self-Assessment (TPSA) survey has maintained respectable psychometric properties for…

  17. Proficiency Assessment Standards in Second Language Acquisition Research: "Clozing" the Gap

    Science.gov (United States)

    Tremblay, Annie

    2011-01-01

    The present study aims to sensitize SLA researchers to the importance of documenting and controlling for their participants' proficiency in the target language, with the goal of establishing more robust proficiency assessment standards in experimental research. First, this article presents a survey of recent (2000-2008) foreign and second-language…

  18. Assessing Second-Language Oral Proficiency for Research: The Spanish Elicited Imitation Task

    Science.gov (United States)

    Bowden, Harriet Wood

    2016-01-01

    Proficiency is a key variable in late second language (L2) learning, but one that is undermeasured in current research. This study investigates whether L2 oral proficiency can be quickly and reliably assessed via the Spanish "elicited imitation task" (EIT; Ortega, Iwashita, Rabie, & Norris, 1999). Thirty-seven L2 learners of Spanish…

  19. Proyecto para la participacion de los padres de los estudiantes con competencia limitada en ingles (LEP) (Limited English Proficient (LEP) Parent Involvement Project).

    Science.gov (United States)

    Pecoraro, Diane; Phommasouvanh, Bounlieng

    The Limited English Proficient (LEP) Parent Involvement Project, a collaborative project between two state agencies, aims to help refugee and immigrant parents to be effective in their new American culture. Materials are provided that were developed for use in various adult education settings such as English-as-a-Second-Language (ESL) classes,…

  20. English Language Proficiency and Test Performance: An Evaluation of Bilingual Students with the Woodcock-Johnson III Tests of Cognitive Abilities

    Science.gov (United States)

    Sotelo-Dynega, Marlene; Ortiz, Samuel O.; Flanagan, Dawn P.; Chaplin, William F.

    2013-01-01

    In this article, we report the findings of an exploratory empirical study that investigated the relationship between English Language Proficiency (ELP) on performance on the Woodcock-Johnson Tests of Cognitive Abilities-Third Edition (WJ III) when administered in English to bilingual students of varying levels of ELP. Sixty-one second-grade…

  1. Consumer Finance: Factors Affecting the Financial Literacy of Individuals with Limited English Proficiency. Report to Congressional Committees. GAO-10-518

    Science.gov (United States)

    Cackley, Alicia Puente

    2010-01-01

    According to Census data, more than 12 million adults in the United States report they do not speak English well or at all. Proficiency in reading, writing, speaking, and understanding the English language appears to be linked to multiple dimensions of adult life in the United States, including financial literacy--the ability to make informed…

  2. Setting Language Proficiency Score Requirements for English-as-a-Second-Language Placement Decisions in Secondary Education. Research Report. ETS RR-16-17

    Science.gov (United States)

    Baron, Patricia A.; Papageorgiou, Spiros

    2016-01-01

    The purpose of this study was to collect recommendations for minimum score requirements (cut scores) on the "TOEFL Junior"® English language proficiency test in order to guide decisions on the placement of learners into English as a second language (ESL) support classes. The TOEFL Junior test, intended primarily for students ages 11 and…

  3. Botswana English: Implications for English Language Teaching and Assessment

    Science.gov (United States)

    Alimi, Modupe

    2011-01-01

    Concerted efforts to characterise Botswana English (BE), though still referred to as "a variety in development", have validated its existence. However, the teaching and assessment of English in the high schools do not seem to have responded to the development of this variety. This paper discusses the viability of using Standard British…

  4. The Relationship between Vocabulary Learning Strategies and Vocabulary Proficiency of English Language Learners

    Directory of Open Access Journals (Sweden)

    F. Filiz Yalçın Tılfarlıoğlu

    2012-07-01

    Full Text Available The current study was carried out to examine L2 learners’ VLS use habits and the relationship of VLS with their vocabulary proficiency levels. In addition, language learners’ beliefs about VLS in terms of usefulness were also studied to understand L2 learners’ VLS use habits more deeply. To examine these matters, a descriptive research design was employed. The participants included 252 preparatory students from different proficiency groups (Upper-Intermediate, Intermediate, Pre-Intermediate, Beginner at Gaziantep University Higher School of Foreign Languages. To collect the related data, they were given “Vocabulary Learning Strategies Questionnaire” and “Vocabulary Levels Test”. The data analyses were conducted by descriptive and inferential statistics. The results of the study showed that the participants used a wide range of VLS, and there was an overlap between their beliefs about VLS in terms of usefulness and how often they used them to a large extent. Secondly, Memory Strategies correlated positively with the participants’ academic and general vocabulary proficiency levels. However, there were also some differences among the proficiency groups about which specific VLS are correlated with their vocabulary proficiency levels. As to the regression analysis results, none of the VLS predicted participants’ vocabulary proficiency levels.

  5. The effects of L2 proficiency level on the processing of wh-questions among Dutch second language speakers of English

    Science.gov (United States)

    Jackson, Carrie N.; van Hell, Janet G.

    2012-01-01

    Using a self-paced reading task, the present study explores how Dutch-English L2 speakers parse English wh-subject-extractions and wh-object-extractions. Results suggest that English native speakers and highly-proficient Dutch-English L2 speakers do not always exhibit measurable signs of on-line reanalysis when reading subject- versus object-extractions in English. However, less-proficient Dutch-English L2 speakers exhibit greater processing costs on subject-extractions relative to object-extractions, similar to previously reported findings (e.g., Dussias and Piñar, forthcoming; Juffs 2005; Juffs and Harrington 1995). These findings are discussed in light of relevant research surrounding on-line processing among L2 speakers and their ability to adopt native-like processing patterns in the L2. PMID:22888175

  6. Improving Assessment of Foreign Language Proficiency in Internationally Majoring Students

    Directory of Open Access Journals (Sweden)

    Nina L. Kobiakova

    2014-01-01

    Full Text Available The author considers the issues related to the development of the theoretical platform and the methodology for a model used to control and evaluate educational achievements at the Russian-based university-level foreign-language using such foreign practices as merit point system, testing technology and traditional controls. Having analyzed European practices of control and evaluation of students' foreign language proficiency, in particular, the experience of France, she advocates for the adoption by the national university system of the best available foreign methodology in the field. The article depicts the proprietary model for the comprehensive assessment of the educational outcomes of the internationally majoring students in the French language. The model, customized for Russian universities, is based on the professionally oriented competence-based practical course of the French language for internationally majoring students designed by the author. With the regard to that content and basing on DELF, DALF and TCF language tests and exercise systems for the French language studies by European and Russian practitioners, she advances her own testing, communication and translation exercises toolbox. That comprehensive evaluation model was successful tested at the MGIMO. In the course of that experiment, national testing techniques and the content of linguistic tests and didactic tools were streamlined with the European requirements.

  7. The relationship between automatic assessment of oral proficiency and other indicators of first year students' linguistic abilities

    CSIR Research Space (South Africa)

    De Wet, Febe

    2012-11-01

    Full Text Available Academic literacy proficiency is key to the success of a student at university. Currently, the large-scale assessment of language proficiency, particularly at higher education levels, is dominated by reading and writing tests because listening...

  8. Hospital discharge preparedness for patients with limited English proficiency: A mixed methods study of bedside interpreter-phones.

    Science.gov (United States)

    Lee, Jonathan S; Nápoles, Anna; Mutha, Sunita; Pérez-Stable, Eliseo J; Gregorich, Steven E; Livaudais-Toman, Jennifer; Karliner, Leah S

    2018-01-01

    Assess effects of a bedside interpreter-phone intervention on hospital discharge preparedness among patients with limited English proficiency (LEP). Mixed-methods study compared patient-reported discharge preparedness and knowledge of medications and follow-up appointments among 189 Chinese- and Spanish-speakers before (n=94) and after (n=95) bedside interpreter-phone implementation, and examined nurse and resident-physician interpreter-phone utilization through focus groups. Pre-post discharge preparedness (Care Transitions Measure mean 77.2 vs. 78.5; p=0.62) and patient-reported knowledge of follow-up appointments, discharge medication administration and side effects did not differ significantly. Pre-post knowledge of medication purpose increased in bivariate (88% vs. 97%, p=0.02) and propensity score adjusted analyses [aOR (adjusted odds ratio), 4.49; 95% CI, 1.09-18.4]. Nurses and physicians reported using interpreter-phones infrequently for discharge communication, preferring in-person interpreters for complex discharges and direct communication with family for routine discharges. Post-implementation patients reported continued use of ad-hoc family interpreters (43%) or no interpretation at all (22%). Implementation of a bedside interpreter-phone systems intervention did not consistently improve patient-reported measures of discharge preparedness, possibly due to limited uptake during discharges. Hospital systems must better understand clinician preferences for discharge communication to successfully increase professional interpretation and shift culture away from using family members as interpreters. Copyright © 2017 Elsevier B.V. All rights reserved.

  9. Assessment Accommodations for English Language Learners: The Case of Former-LEPs

    Directory of Open Access Journals (Sweden)

    Stephanie W. Cawthon

    2010-10-01

    Full Text Available Within the U.S. public school system, English Language Learners (ELL represent the fastest growing student population. Many of these students struggle to access grade-level content due to Limited English Proficiency (LEP. Although policy regarding LEP status varies state-to-state, most states impose a short time limit on how long a student can be designated LEP. Consequently, students may lose their LEP status before gaining full proficiency in English. Current policy does not allow for test accommodations for former-LEP students, raising concerns about whether language factors within the tests may prevent students who are not fully proficient in English from successfully accessing the content of the tests. The purpose of this article is to identify education placement and assessment policies that lead to reduced assessment language support for former-LEP students. Using the state of Texas as a case example, we identify potential impact points for former-LEP students who are required to participate in English-only assessments. We then review ELL assessment accommodations literature and propose extension of assessment policies to provide options for former-LEP student population.

  10. Teaching and assessing technical proficiency in surgical subspecialty fellowships.

    Science.gov (United States)

    Gearhart, Susan L; Wang, Ming-Hsien; Gilson, Marta M; Chen, Belinda; Kern, David E

    2012-01-01

    To determine how programs are teaching and assessing procedural skills, and their perceived success. Cross-sectional survey. Accreditation Council for Graduate Medical Education (ACGME) approved training programs in pediatric urology and colorectal surgery. Program directors and recent graduates (2007-2009). Thirty-nine program directors (60%), and 57 graduates (64%) responded; 89.5% of graduates and 94.9% of program directors felt training occurred successfully for the procedures that trainees were performing in their present practice. Nearly 90% of trainees and all program directors reported that there was no formal assessment of procedural competency at the beginning of training, although 66.7% of program directors reported that trainees were assessed "informally." Both program directors and trainees reported dialogue with faculty was the most frequent method used in preparing for operative procedures. Other methods (textbook/atlas, journals, web-based programs, videos) were used less frequently. Program directors with shorter tenure were more likely to use web-based and video methods; younger trainees were less likely to use textbooks/atlases. Faculty feedback on clinical decision-making and postprocedural review were perceived by both program directors and trainees as the most effective assessment methods for improving performance; however, trainees were more likely than program directors to report that postprocedure reviews were not included in their training (15.8% vs 9%, p = 0.045). Patient outcomes, written feedback from peers, and self-assessment were included in most programs, but valued less. Simulation was used in only about half the programs and was valued more highly by trainees than program directors (p = 0.011). Training in procedural proficiency was viewed as successful by both program directors and graduates. Dialogue with, assessment by, and feedback from faculty were frequently used and most valued; stressing the importance of the facilitator

  11. Using Nonsense Word Fluency to Predict Reading Proficiency in Kindergarten through Second Grade for English Learners and Native English Speakers

    Science.gov (United States)

    Fien, Hank; Baker, Scott K.; Smolkowski, Keith; Smith, Jean L. Mercier; Kame'enui, Edward J.; Beck, Carrie Thomas

    2008-01-01

    This study examined the validity of Nonsense Word Fluency as an index of beginning reading proficiency for students in kindergarten through second grade. Validity evidence for Nonsense Word Fluency is addressed in the context of research-based instructional practices implemented on a large scale. Technical adequacy data are presented for all…

  12. From admission to discharge: patterns of interpreter use among resident physicians caring for hospitalized patients with limited english proficiency.

    Science.gov (United States)

    Tang, Amy S; Kruger, Jenna F; Quan, Judy; Fernandez, Alicia

    2014-11-01

    Resident physicians' use of professional interpreters drives communication with hospitalized patients with limited English proficiency (LEP). We surveyed residents from three specialties across two hospitals affiliated with one academic medical institution about their communication with their last hospitalized LEP patient. Among 149 respondents (73% response rate), 71% reported using professional interpreters for fewer than 60% of hospital encounters. Most (91%) perceived their quality of communication with hospitalized LEP patients as worse than with English-speaking patients. Professional interpreter use varied substantially by resident and by hospital encounter, with more reporting use of ad hoc interpreters, their own language skills, or not talking to the patient due to time constraints during pre-rounds (39%), team rounds (49%), or check-ins (40%) than during procedural consents (9%) or family meetings (17%). The reported variation suggests targets for quality improvement efforts and the need for clear enforceable guidelines on resident communication with hospitalized LEP patients.

  13. Limited english proficiency, primary language at home, and disparities in children's health care: how language barriers are measured matters.

    Science.gov (United States)

    Flores, Glenn; Abreu, Milagros; Tomany-Korman, Sandra C

    2005-01-01

    Approximately 3.5 million U.S. schoolchildren are limited in English proficiency (LEP). Disparities in children's health and health care are associated with both LEP and speaking a language other than English at home, but prior research has not examined which of these two measures of language barriers is most useful in examining health care disparities. Our objectives were to compare primary language spoken at home vs. parental LEP and their associations with health status, access to care, and use of health services in children. We surveyed parents at urban community sites in Boston, asking 74 questions on children's health status, access to health care, and use of health services. Some 98% of the 1,100 participating children and families were of non-white race/ethnicity, 72% of parents were LEP, and 13 different primary languages were spoken at home. "Dose-response" relationships were observed between parental English proficiency and several child and parental sociodemographic features, including children's insurance coverage, parental educational attainment, citizenship and employment, and family income. Similar "dose-response" relationships were noted between the primary language spoken at home and many but not all of the same sociodemographic features. In multivariate analyses, LEP parents were associated with triple the odds of a child having fair/poor health status, double the odds of the child spending at least one day in bed for illness in the past year, and significantly greater odds of children not being brought in for needed medical care for six of nine access barriers to care. None of these findings were observed in analyses of the primary language spoken at home. Individual parental LEP categories were associated with different risks of adverse health status and outcomes. Parental LEP is superior to the primary language spoken at home as a measure of the impact of language barriers on children's health and health care. Individual parental LEP

  14. Nobody Seems to Speak English Here Today: Enhancing Assessment and Training in Aviation English

    Science.gov (United States)

    Douglas, Dan

    2014-01-01

    In 2003 the International Civil Aviation Organization (ICAO) strengthened the provisions that English be made available for international radiotelephony communication. ICAO also developed standards for English proficiency for international pilots and air traffic controllers. However, these standards are applied variably from country to country and…

  15. Online Assessment of Oral Proficiency for Intercultural Professional Communication: An introduction

    NARCIS (Netherlands)

    Rusman, Ellen; Stoyanov, Slavi

    2012-01-01

    Rusman, E., & Stoyanov, S. (2011). Online Assessment of Oral Proficiency for Intercultural Professional Communication: An introduction. Presentation about the CEFcult project (www.cefcult.eu) as an introduction to various personal interviews held with stakeholders, Heerlen, The Netherlands: Open

  16. The Relationship between Neighborhood Immigrant Composition, Limited English Proficiency, and Late-Stage Colorectal Cancer Diagnosis in California

    Directory of Open Access Journals (Sweden)

    Cynthia M. Mojica

    2015-01-01

    Full Text Available Despite the availability of effective early detection technologies, more than half (61% of colorectal cancers in the United States and 55% in California are identified at an advanced stage. Data on colorectal cancer patients (N=35,030 diagnosed from 2005 to 2007 were obtained from the California Cancer Registry. Multivariate analyses found a relationship among neighborhood concentration of recent immigrants, neighborhood rates of limited English proficiency, and late-stage colorectal cancer diagnosis. Hispanics living in neighborhoods with a greater percentage of recent immigrants (compared to the lowest percentage had greater odds (OR 1.57, 95% CI 1.22, 2.02 of late-stage diagnosis whereas Hispanics living in neighborhoods with the highest percentage of limited English proficiency (compared to the lowest percentage had lower odds (OR .71, 95% CI .51, .99 of late-stage diagnosis. These relationships were not observed for other ethnic groups. Results highlight the complex relationship among race/ethnicity, neighborhood characteristics, and colorectal cancer stage at diagnosis.

  17. Establishing Medical Students' Cultural and Linguistic Competence for the Care of Spanish-Speaking Limited English Proficient Patients.

    Science.gov (United States)

    Vela, Monica; Fritz, Cassandra; Jacobs, Elizabeth A

    2016-09-01

    Limited English proficient (LEP) patients are at risk of disparities in health and health care quality. These disparities can be mitigated by providing care in a language they understand. Undergraduate medical education provides an opportunity to stress that language barriers negatively impact the quality and safety of health care for LEP patients and to teach students how to overcome them. Because the preponderance of LEP patients in the USA is Spanish speaking, the majority of US medical schools have established medical Spanish coursework for interested students. However, 70 % of medical schools note significant obstacles to delivering this curriculum. The most commonly cited obstacles include a lack of time to deliver it, heterogeneous student skill levels, and insufficient faculty support. We also note that educators need to make sure not to propagate disparities and medical errors for LEP patients. We provide recommendations for establishing medical students' linguistic and cultural competence for the care Spanish-speaking limited English proficiency patients, with the caution that this instruction must be coupled with education as to when to call on an interpreter if participants are not fluent in Spanish at the end of the course.

  18. Practical management approaches to anticoagulation non-compliance, health literacy, and limited English proficiency in the outpatient clinic setting.

    Science.gov (United States)

    Seliverstov, Irina

    2011-04-01

    Warfarin is a widely used oral anticoagulant. It is highly efficacious for the treatment and prevention of thromboembolic disorders despite its narrow therapeutic window. Poor compliance with warfarin is common and a major contributor to poor anticoagulation control. A number of psychosocial issues (e.g. depressive symptoms, attitudinal and behavioral factors, cognitive function, lack of social support, limited English proficiency, health illiteracy) have been associated with warfarin non-compliance among patients in anticoagulation clinics. Patient-specific features, such as these, are important to identify in order to develop appropriate and practical interventions. Health literacy and limited English proficiency are the extension of issues related to culture, language, and ethnicity. A better understanding of patients' functioning level and health utilization factors may help to develop and target interventions for high risk patients and reduce complications from suboptimal therapy and poor warfarin management due to non-compliance. Four patient case scenarios will be used to illustrate these issues and identify potential interventions to optimize warfarin therapy.

  19. Out-of-school factors in english language proficiency: comparison between Slovenia and the Netherlands

    OpenAIRE

    Gorenc, Ana

    2017-01-01

    In my master's thesis, I focus on the connection between social environment and learning a foreign language, namely English. I write about out-of-school exposure, which is an important part of informal learning of English as a foreign language. In the theoretical part I discuss to what extent English is present in every-day life in Slovenia, the Netherlands and globally. This part contains facts about important out-of-school effects that affect learning English: social environment, family ba...

  20. Science as a second language: Analysis of Emergent Bilinguals performance and the impact of English language proficiency and first language characteristics on the Colorado measures of academic success for science

    Science.gov (United States)

    Bruno, Joanna K.

    In an age when communication is highly important and states across the nation, including Colorado, have adopted Common Core State Standards, the need for academic language is even more important than ever. The language of science has been compared to a second language in that it uses specific discourse patterns, semantic rules, and a very specific vocabulary. There is a need for educators to better understand how language impacts academic achievement, specifically concerning Emergent Bilinguals (EBs). Research has identified the need to study the role language plays in content assessments and the impact they have on EBs performance (Abedi, 2008b; Abedi, Hofestter & Lord, 2004; Abedi & Lord, 2001). Since language is the means through which content knowledge is assessed, it is important to analyze this aspect of learning. A review of literature identified the need to create more reliable and valid content assessments for EBs (Abedi, 2008b) and to further study the impact of English proficiency on EBs performance on standardized assessments (Solorzano, 2008; Wolf, & Leon, 2009). This study contributes to the literature by analyzing EBs performance on a state-level science content assessment, taking into consideration English language proficiency, receptive versus productive elements of language, and students' home language. This study further contributes by discussing the relationship between language proficiency, and the different strands of science (physical, life, and earth) on the state science assessment. Finally, this study demonstrates that home language, English language proficiency, and receptive and productive elements of language are predictive of EBs' achievement on the CMAS for science, overall and by strand. It is the blending of the social (listening and speaking) with the academic (reading and writing) that is also important and possibly more important.

  1. Interpreting Mini-Mental State Examination Performance in Highly Proficient Bilingual Spanish-English and Asian Indian-English Speakers: Demographic Adjustments, Item Analyses, and Supplemental Measures.

    Science.gov (United States)

    Milman, Lisa H; Faroqi-Shah, Yasmeen; Corcoran, Chris D; Damele, Deanna M

    2018-02-27

    Performance on the Mini-Mental State Examination (MMSE), among the most widely used global screens of adult cognitive status, is affected by demographic variables including age, education, and ethnicity. This study extends prior research by examining the specific effects of bilingualism on MMSE performance. Sixty independent community-dwelling monolingual and bilingual adults were recruited from eastern and western regions of the United States in this cross-sectional group study. Independent sample t tests were used to compare 2 bilingual groups (Spanish-English and Asian Indian-English) with matched monolingual speakers on the MMSE, demographically adjusted MMSE scores, MMSE item scores, and a nonverbal cognitive measure. Regression analyses were also performed to determine whether language proficiency predicted MMSE performance in both groups of bilingual speakers. Group differences were evident on the MMSE, on demographically adjusted MMSE scores, and on a small subset of individual MMSE items. Scores on a standardized screen of language proficiency predicted a significant proportion of the variance in the MMSE scores of both bilingual groups. Bilingual speakers demonstrated distinct performance profiles on the MMSE. Results suggest that supplementing the MMSE with a language screen, administering a nonverbal measure, and/or evaluating item-based patterns of performance may assist with test interpretation for this population.

  2. Teachers' English Proficiency and Classroom Language Use: A Conversation Analysis Study

    Science.gov (United States)

    Van Canh, Le; Renandya, Willy A.

    2017-01-01

    How does teachers' target language proficiency correlate with their ability to use the target language effectively in order to provide optimal learning opportunities in the language classroom? Adopting a conversation analysis approach, this study examines the extent to which teachers' use of the target language in the classroom creates learning…

  3. Facilitating the Interpretation of English Language Proficiency Scores: Combining Scale Anchoring and Test Score Mapping Methodologies

    Science.gov (United States)

    Powers, Donald; Schedl, Mary; Papageorgiou, Spiros

    2017-01-01

    The aim of this study was to develop, for the benefit of both test takers and test score users, enhanced "TOEFL ITP"® test score reports that go beyond the simple numerical scores that are currently reported. To do so, we applied traditional scale anchoring (proficiency scaling) to item difficulty data in order to develop performance…

  4. A comparative assessment of the L1 and L2 reading performance of Grade 7 learners in English

    Directory of Open Access Journals (Sweden)

    Tintswalo V Manyike

    2011-08-01

    Full Text Available The role of English and the indigenous languages in South African schooling is highly contested. Research endorses the mother tongue (L1 as the most appropriate language of learning and teaching (LoLT and the basis for the addition of a second language (L2. However, in South Africa English is the preferred LoLT and English proficiency is integral to academic achievement. This article reports on an investigation of Grade 7 Xitsonga-speaking learners’ reading performance in English and in Xitsonga. Based on a study of the literature on the link between language proficiency and academic success, an empirical inquiry assessed the reading performance of grade 7 Xitsonga-speaking learners using a standardised test in English and in Xitsonga. Learners’ reading performance in both Xitsonga, their L1, and English, their LoLT since grade 4, was poor.

  5. 77 FR 25457 - Applications for New Awards; Enhanced Assessment Instruments Grants Program-Enhanced Assessment...

    Science.gov (United States)

    2012-04-30

    ...) Strategies to improve teaching, learning, and language instruction education programs. (d) Compatibility. The... develop an English language proficiency assessment system must include the strategies the applicant State... (English Language Proficiency (ELP) Competition) AGENCY: Office of Elementary and Secondary Education...

  6. L2 Reading in Multilingual Eritrea: The Influences of L1 Reading and English Proficiency

    Science.gov (United States)

    Asfaha, Yonas Mesfun; Beckman, Danielle; Kurvers, Jeanne; Kroon, Sjaak

    2009-01-01

    A major question in L2 reading research is whether L2 reading is a language or a reading problem. Existing research, mainly carried out in Western contexts, demonstrates that L2 reading is influenced by L1 reading and L2 proficiency. This study applied the L2 reading theory in a non-Western context (Eritrea, East Africa) with L1 reading acquired…

  7. How Deaf American Sign Language/English Bilingual Children Become Proficient Readers: An Emic Perspective

    Science.gov (United States)

    Mounty, Judith L.; Pucci, Concetta T.; Harmon, Kristen C.

    2014-01-01

    A primary tenet underlying American Sign Language/English bilingual education for deaf students is that early access to a visual language, developed in conjunction with language planning principles, provides a foundation for literacy in English. The goal of this study is to obtain an emic perspective on bilingual deaf readers transitioning from…

  8. Enhancing the Interpretability of the Overall Results of an International Test of English-Language Proficiency

    Science.gov (United States)

    Papageorgiou, Spiros; Morgan, Rick; Becker, Valerie

    2015-01-01

    The purpose of this study was to enhance the meaning of the scores of an English-language test by developing performance levels and descriptors for reporting overall test performance. The levels and descriptors were intended to accompany the total scale scores of TOEFL Junior® Standard, an international test of English as a second/foreign…

  9. Limited English Literacy Proficiency in Deaf People: A Review of Deafness and Hearing Perspectives.

    Science.gov (United States)

    Rodda, Michael; Eleweke, C. Jonah; Chapman, Jonathan

    1998-01-01

    This article examines the deafness and hearing perspectives concerning people with deafness and English literacy. Because literacy is important for people with deafness, it is suggested that carefully developed bilingual-bicultural programs could facilitate the development of English literacy skills in individuals who are deaf. (Contains…

  10. Teaching Strategies and Practices That Impact English Language Learners' Vocabulary and Language Proficiency in Reading

    Science.gov (United States)

    Blackwell, Jacqueline Rushin

    2013-01-01

    The purpose of this research is to identify teaching strategies and practices that impact the vocabulary and language development for English Language Learners. Today, there are over 3.5 million non-English speaking students enrolled in public classrooms and the number has continued to climb over the past decade. Many ELL students live in poverty…

  11. Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas. NBER Working Paper No. 18197

    Science.gov (United States)

    Chin, Aimee; Daysal, N. Meltem; Imberman, Scott A.

    2012-01-01

    Texas requires a school district to offer bilingual education when its enrollment of limited English proficient (LEP) students in a particular elementary grade and language is twenty or higher. Using school panel data, we find a significant increase in the probability that a district offers bilingual education above this 20-student cutoff. Using…

  12. "¿Cómo Estas?" "I'm Good." Conversational Code-Switching Is Related to Profiles of Expressive and Receptive Proficiency in Spanish-English Bilingual Toddlers

    Science.gov (United States)

    Ribot, Krystal M.; Hoff, Erika

    2014-01-01

    Relations between bilingual children's patterns of conversational code-switching (responding to one language with another), the balance of their dual language input, and their expressive and receptive proficiency in two languages were examined in 115 2½-year-old simultaneous Spanish-English bilinguals in the U.S. Children were more likely to…

  13. Characteristics of Limited English Proficient Hispanic Students Served in Programs for the Speech and Language Handicapped: Implications for Policy, Practice and Research. Part III.

    Science.gov (United States)

    Ortiz, Alba A.; And Others

    This document is Part III of a research study examining special education service delivery for limited English proficient (LEP) Hispanic students who have been placed in programs for the learning-disabled, speech handicapped, and mentally retarded. The objectives of Part III of this study were: (1) identify the characteristics of Hispanic students…

  14. Comparison of throughput times for limited English proficiency patient visits in the emergency department between different interpreter modalities.

    Science.gov (United States)

    Grover, Amy; Deakyne, Sara; Bajaj, Lalit; Roosevelt, Genie E

    2012-08-01

    Appropriate interpretation is imperative for families with limited English proficiency (LEP). We compared throughput times for ED visits involving families with LEP based on type of interpretation provided: in-person interpretation, remote telephonic interpretation or bilingual providers. This study is a secondary analysis of a prospective study of caretaker satisfaction with different interpreter modalities. We queried the medical record for event time stamps, clinical factors and disposition. The in-person cohort (116 min) had a significantly shorter total throughput time than telephonic (141 min) and bilingual provider (153 min) cohorts (P interpretation when controlling for potential confounders such as admission rate (P = 0.006). In-person interpretation significantly decreased ED throughput times and may be an important consideration in the choice of interpreter modality.

  15. Teachers’ Beliefs versus Learners’ Beliefs in Grammar Teaching: Harmonizing Teaching and Learning for Adult Learners’ Improved Proficiency in English

    Directory of Open Access Journals (Sweden)

    Iftikhar Ahmad

    2017-10-01

    Full Text Available The study tends to explore the possible reforms to raise the proficiency level of the adult English as Foreign Language (EFL learners. With this end in view, it investigates non-native EFL teachers’ beliefs in relation to adult learners’ beliefs in teaching grammar to university students in the Saudi Arabian EFL context. It finds out the harmony and disharmony between the teachers at the giving end and the taught at the receiving end to create a culture of awareness and to build a better teaching-learning environment. The study tries to fill the existing research gap as no previous research has tried to find out the solution to the problem from this angle. The main data collection tools are two five-point Likert-scale questionnaires, administered to 70 non-native EFL teachers and their 80 adult students. Teachers and learners have been selected based on stratified random sampling. Quantitative data have been analyzed using the statistical package for social sciences (SPSS. The major findings of the study are that there is discrepancy in the grammar teaching beliefs of the EFL teachers and the taught and there is a communication gap between them which result into low English proficiency level of the EFL adult learners.  Eventually, pedagogical implications of the lack of harmony between the teachers’ teaching creeds and the learners’ learning demands/expectations are provided for effective grammar teaching and better EFL classroom environment. The study recommends a better communicative harmony in both the stakeholders to bring reforms in adult education in EFL context.

  16. Early Childhood Reading Skills and Proficiency in NAEP Eighth-Grade Reading Assessment

    Science.gov (United States)

    Dogan, Enis; Ogut, Burhan; Kim, Young Yee

    2015-01-01

    The relationship between reading skills in earlier grades and achieving "Proficiency" on the National Assessment of Educational Progress (NAEP) grade 8 reading assessment was examined by establishing a statistical link between NAEP and the Early Childhood Longitudinal Study (ECLS) grade 8 reading assessments using data from a common…

  17. Why do some countries publish more than others? An international comparison of research funding, English proficiency and publication output in highly ranked general medical journals.

    Science.gov (United States)

    Man, Jonathan P; Weinkauf, Justin G; Tsang, Monica; Sin, Don D

    2004-01-01

    National factor(s) influencing publication output in the highest ranked medical journals are largely unknown. We sought to examine the relationship between national research funding and English proficiency on publication output. We identified all original research articles appearing in the five highest ranked general medical journals between 1997 and 2001. Using the country of the corresponding author as the source nation for each article, we determined a standardized publication rate across developed nations. We used multiple regression techniques to determine the influence of national expenditures on research and scores from the Test of English as a Foreign Language (TOEFL), a surrogate for English proficiency, on publication output. There was a significant relationship of national spending on research and TOEFL scores to publication output of developed countries (p = 0.04; p < 0.01, respectively). These two variables explained approximately 71.5% of the variation in publication rate across developed nations around the world (R = 0.85; p < 0.01). Normalized for population size, English-speaking nations and certain northern European countries such as Denmark, The Netherlands, Switzerland, and Sweden had the highest rate of publication in the five highest ranked general medical journals, while Asian countries had generally low rates of publication. Research spending and English proficiency were strongly associated with publication output in the highest ranked general medical journals. While these data cannot be considered definitive due to their observational nature, they do suggest that for English-language medical journals, research funding and English proficiency may be important determinants of publication.

  18. The lived experiences of acute-care bedside registered nurses caring for patients and their families with limited English proficiency: A silent shift.

    Science.gov (United States)

    Coleman, Jami-Sue; Angosta, Alona D

    2017-03-01

    To explore the lived experiences of acute-care bedside nurses caring for patients and their families with limited English proficiency. Approximately 8.6% of the total US population is considered limited English proficient. In the hospital setting, registered nurses provide the most direct contact with patients and their families. Effective communication between patients and healthcare professionals is essential when providing quality health care. There are only few published studies about registered nurses' experiences caring for patients with language barriers, but studies among nurses' experiences on patients with limited English proficiency and their families in an acute-care setting have not been explored. A qualitative exploratory study was performed. The phenomenology research approach provides the most meaningful ways to describe and understand the entirety of the bedside nurses' experiences. A convenience, purposive sample of 40 registered nurses who work in bedside care in a 380-bed hospital in the western USA were interviewed. Each nurse had a minimum of three years of acute-care experience. The sample size was determined by data saturation. Four themes emerged from the data of this research including: Desire to Communicate; Desire to Connect; Desire to Provide Care; and Desire to Provide Cultural Respect and Understanding. Care of patients with limited English proficiency is a challenge to many nurses and other healthcare providers. This study reinforces the need to give acute-care nurses a voice to share their experiences and ideas for solutions to the challenges they face in the care they provide. Findings from this study have the potential to identify clinically relevant concerns, barriers to communication, resources for effective communication, and needs or concerns of the bedside nurses when providing care. A look at the process and organisational system may suggest opportunities for improvement in support of the nurses' expressed desires to provide

  19. Fairness in Assessment of English Learners

    Science.gov (United States)

    Abedi, Jamal; Levine, Harold G.

    2013-01-01

    English language learners (ELLs) face a challenging academic future in learning a new language while simultaneously mastering content in the language they may be struggling to learn. Assessment plays an extremely important role in the academic careers of ELL students, perhaps more so than for native speakers of English. Major changes and…

  20. The relationship between language proficiency and attentional control in Cantonese-English bilingual children: Evidence from Simon, Simon switching, and working memory tasks

    Directory of Open Access Journals (Sweden)

    Chi-Shing eTse

    2014-09-01

    Full Text Available By administering Simon, Simon switching, and operation-span working memory tasks to Cantonese-English bilingual children who varied in their first-language (L1, Cantonese and second-language (L2, English proficiencies, as quantified by standardized vocabulary test performance, the current study examined the effects of L1 and L2 proficiency on attentional control performance. Apart from mean performance, we conducted ex-Gaussian analyses to capture the modal and positive-tail components of participants’ reaction time distributions in the Simon task. Bilinguals’ L2 proficiency was associated with higher scores in the operation span task, and a shift of reaction time distributions in incongruent trials, relative to congruent trials (Simon effect in µ, and the tail size of reaction time distributions (τ regardless of trial types. Bilinguals’ L1 proficiency, which was strongly associated with participants’ age, showed similar results, except that it was not associated with the Simon effect in µ. In contrast, neither bilinguals’ L1 nor L2 proficiency modulated the global switch cost or local switch cost in the Simon switching task. After taking into account potential cognitive maturation by partialling out the participants’ age, only (a scores in the working memory task and (b RT in incongruent trials and (c Simon effect in µ in the Simon task could still be predicted by bilinguals’ L2 proficiency. Overall, the current findings suggest that bilingual children’s L2 proficiency was associated with their conflict resolution and working memory capacity, but not goal maintenance or task-set switching, when they performed the cognitive tasks that demanded attentional control. This was not entirely consistent with the findings of college-age bilinguals reported in previous studies.

  1. Through the Veil of Language: Exploring the Hidden Curriculum for the Care of Patients With Limited English Proficiency.

    Science.gov (United States)

    Kenison, Tiffany C; Madu, Andrea; Krupat, Edward; Ticona, Luis; Vargas, Iris M; Green, Alexander R

    2017-01-01

    Patients with limited English proficiency (LEP) experience lower-quality health care and are at higher risk of experiencing adverse events than fluent English speakers. Despite some formal training for health professions students on caring for patients with LEP, the hidden curriculum may have a greater influence on learning. The authors designed this study to characterize the hidden curriculum that medical and nursing students experience regarding the care of patients with LEP. In 2014, the authors invited students from one medical school and one nursing school, who had completed an interprofessional pilot curriculum on caring for patients with LEP 6 to 10 months earlier, to participate in semistructured interviews about their clinical training experiences with LEP patients. The authors independently coded the interview transcripts, compared them for agreement, and performed content analysis to identify major themes. Thirteen students (7 medical and 6 nursing students) participated. Four major themes emerged: role modeling, systems factors, learning environment, and organizational culture. All 13 students described negative role modeling experiences, and most described role modeling that the authors coded as "indifferent." Students felt that the current system and learning environment did not support or emphasize high-quality care for patients with LEP. The hidden curriculum that health professional students experience regarding the care of patients with LEP is influenced by systems limitations and a learning environment and organizational culture that value efficiency over effective communication. Role modeling seems strongly linked to these factors as supervisors struggle with these same challenges.

  2. How deaf American Sign Language/English bilingual children become proficient readers: an emic perspective.

    Science.gov (United States)

    Mounty, Judith L; Pucci, Concetta T; Harmon, Kristen C

    2014-07-01

    A primary tenet underlying American Sign Language/English bilingual education for deaf students is that early access to a visual language, developed in conjunction with language planning principles, provides a foundation for literacy in English. The goal of this study is to obtain an emic perspective on bilingual deaf readers transitioning from learning to read to reading to learn. Analysis of 12 interactive, semi-structured interviews identified informal and formal teaching and learning practices in ASL/English bilingual homes and classrooms. These practices value, reinforce, and support the bidirectional acquisition of both languages and provide a strong foundation for literacy. © The Author 2013. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  3. Success in publication by graduate students in psychiatry in Brazil: an empirical evaluation of the relative influence of English proficiency and advisor expertise.

    Science.gov (United States)

    Cunha, Alexandre; dos Santos, Bernardo; Dias, Álvaro Machado; Carmagnani, Anna Maria; Lafer, Beny; Busatto, Geraldo F

    2014-11-06

    This study evaluates the success of graduate students in psychiatry in an emerging country, in terms of the quantity and quality of their publication productivity (given by the number of papers and impact factors of the journals in which they publish). We investigated to what extent student proficiency in English and the scientific capabilities of academic advisors predict that success. Our sample comprised 43 master's and doctoral students in psychiatry (n = 28 and n = 15, respectively) at the University of São Paulo School of Medicine, in São Paulo, Brazil. We collected information about their knowledge of English and the ways in which they wrote their articles to be submitted to periodicals published in English. Multiple regression analyses were carried out in order to investigate the influence English proficiency, h-index of supervisors and use of language editing assistance had on the number and impact of student publications. Although 60% of students scored ≥80 (out of 100) on English tests given at admission to the graduate program, 93.09% of the sample used some form of external editing assistance to produce their papers in English. The variables "number of publications" and "impact factor of journals" were significantly related to each other (r = 0.550, p periodicals where students published their articles as first authors correlated significantly not only with student proficiency in English at admission (p = 0.035), but also with the degree of language editing assistance (p = 0.050) and the h-index of the academic advisor (p = 0.050). Albeit relevant, knowledge of English was not the key factor for the publication success of the graduate students evaluated. Other variables (h-index of the advisor and third-party language editing assistance) appear to be also important predictors of success in publication.

  4. Strategies of Learning Speaking Skill by Indonesian Learners of English and Their Contribution to Speaking Proficiency

    Science.gov (United States)

    Mistar, Junaidi; Umamah, Atik

    2014-01-01

    This paper was a subset report of a research project on skill-based English learning strategies by Indonesian EFL learners. It focusses on the attempts to reveal: (1) the differences in the use of strategies of learning speaking skill by male and female learners, and (2) the contribution of strategies of learning speaking skill on the learners'…

  5. Gaming as Extramural English L2 Learning and L2 Proficiency among Young Learners

    Science.gov (United States)

    Sylven, Liss Kerstin; Sundqvist, Pia

    2012-01-01

    Today, playing digital games is an important part of many young people's everyday lives. Claims have been made that certain games, in particular massively multiplayer online role-playing games (MMORPGs) provide L2 English learners with a linguistically rich and cognitively challenging virtual environment that may be conducive to L2 learning, as…

  6. English Language Proficiency and Employment: A Case Study of Bangladeshi Graduates in Australian Employment Market

    Science.gov (United States)

    Roshid, Mohammod Moninoor; Chowdhury, Raqib

    2013-01-01

    Recent literature has suggested that the relationship between globalisation and the English language implicates employability in the job market. Although the effects are uneven in different occupational groups and in different countries, such relationship is growing in significance to policy makers. This paper has explored the hitherto unstudied…

  7. Approaches to Learning and Hispanic Children's Math Scores: The Moderating Role of English Proficiency

    Science.gov (United States)

    Bumgarner, Erin; Martin, Anne; Brooks-Gunn, Jeanne

    2013-01-01

    Accumulating evidence suggests that children's approaches to learning (ATL) at kindergarten entry predict their academic achievement years later. However, the gains associated with ATL may be diminished for Hispanic immigrant children, many of whom are English language learners (ELLs). We tested whether ATL predicted math scores in a sample of…

  8. Association of Patient-Physician Language Concordance and Glycemic Control for Limited-English Proficiency Latinos With Type 2 Diabetes.

    Science.gov (United States)

    Parker, Melissa M; Fernández, Alicia; Moffet, Howard H; Grant, Richard W; Torreblanca, Antonia; Karter, Andrew J

    2017-03-01

    Providing culturally competent care to the growing number of limited-English proficiency (LEP) Latinos with diabetes in the United States is challenging. To evaluate changes in risk factor control among LEP Latinos with diabetes who switched from language-discordant (English-only) primary care physicians (PCPs) to language-concordant (Spanish-speaking) PCPs or vice versa. This pre-post, difference-in-differences study selected 1605 adult patients with diabetes who self-identified as Latino, whose preferred language was Spanish, and who switched PCPs between January 1, 2007, and December 31, 2013. Study participants were members of the Kaiser Permanente Northern California health care system (an integrated health care delivery system with access to bilingual PCPs and/or professional interpreter services). Spanish-speaking and English-only PCPs were identified by self-report or utilization data. Change in patient-PCP language concordance after switching PCPs. Glycemic control (glycated hemoglobin [HbA1c]  9%), low-density-lipoprotein (LDL) control (LDL language-discordant PCPs to concordant PCPs relative to those who switched from one discordant PCP to another discordant PCP. After adjustment and accounting for secular trends, the prevalence of glycemic control increased by 10% (95% CI, 2% to 17%; P = .01), poor glycemic control decreased by 4% (95% CI, -10% to 2%; P = .16) and LDL control increased by 9% (95% CI, 1% to 17%; P = .03). No significant changes were observed in SBP control. Prevalence of LDL control increased 15% (95% CI, 7% to 24%; P language-discordant to concordant PCPs. Facilitating language-concordant care may be a strategy for diabetes management among LEP Latinos.

  9. The Prediction of Reading Levels between Second and Third Grade Limited English Proficient Students in a Bilingual Program

    Science.gov (United States)

    Moses, Britani Creel

    2010-01-01

    The purpose of this study was to predict the third grade English reading TAKS scores while considering the same students' native language, Spanish, reading level as assessed by a state-approved reading assessment, the Evaluacion del desarrollo de la lectura (EDL), from the end of the second grade year. In addition, this study was been designed to…

  10. Segmentation and accuracy-based scores for the automatic assessment of oral proficiency for proficient L2 speakers

    CSIR Research Space (South Africa)

    De Wet, Febe

    2010-11-01

    Full Text Available . Results indicate that, both for segmentation as well as accuracy-based scores, the most simple scores correlate best with the humans’ opinion on the students’ proficiency. Combining different scores using multiple linear regression leads to marginally...

  11. Mapping State Proficiency Standards onto NAEP Scales: Results from the 2013 NAEP Reading and Mathematics Assessments. NCES 2015-046

    Science.gov (United States)

    Bandeira de Mello, V.; Bohrnstedt, G.; Blankenship, C.; Sherman, D.

    2015-01-01

    Under the 2001 reauthorization of the Elementary and Secondary Education Act of 1965, states developed their own assessments and set their own proficiency standards to measure student achievement. This has resulted in a great deal of variation among the states, both in their proficiency standards and in their student assessments (NCES 2008-475).…

  12. The impact of simulation-based learning on students' English for Nursing Purposes (ENP) reading proficiency: a quasi-experimental study.

    Science.gov (United States)

    Chang, Hsiao-Yun Annie; Chan, Luke; Siren, Betty

    2013-06-01

    This is a report of a study which evaluated simulation-based learning as a teaching strategy for improving participants' ENP reading proficiency in the senior college program of students whose first language is Chinese, not English. Simulation-based learning is known to be one of most effective teaching strategies in the healthcare professional curricula, which brings a clinical setting into the classroom. However, developing English reading skills for English written nursing journals through simulation-based learning in the nursing curricula, is largely unknown. We used a quasi-experimental approach with nonequivalent control group design to collect the causal connections between intervention and outcomes. 101 students were enrolled in this study (response rate 92.6%) of these 48 students volunteered for the intervention group, and 53 students for the control group. The findings indicated that the intervention group had significantly higher mean scores in ENP reading proficiency with unknown words in the article (p=.004), vocabulary (pstudents showed more improvement in their English reading, both from quantitative and qualitative findings. Simulation-based learning may have some advantages in improving the English reading ability on English written nursing journals among nursing students. However, the benefits to the students of this study is still to be determined, and further exploration is needed with well designed research and a universal method of outcome measurement. Copyright © 2012 Elsevier Ltd. All rights reserved.

  13. Performance Assessments for English Language Learners

    Science.gov (United States)

    Abedi, Jamal

    2010-01-01

    Standardized achievement tests that are used for assessment and accountability purposes may not provide reliable and valid outcomes for English language learners (ELLs) because extraneous sources may confound the outcome of assessments for these students. Performance assessments, by contrast, may offer opportunities for these students to present a…

  14. Seeking a diagnosis for memory problems: the experiences of caregivers and families in 5 limited English proficiency communities.

    Science.gov (United States)

    Morhardt, Darby; Pereyra, Marta; Iris, Madelyn

    2010-01-01

    Limited data exist on how members of different cultures understand dementia. The Northwestern Cognitive Neurology and Alzheimer's Disease Center in collaboration with Coalition of Limited English Speaking Elderly and Alzheimer's Association-Greater Illinois Chapter collaborated to raise awareness in 5 limited English proficiency (LEP) communities (Assyrian, Arabic, Bosnian, Hindi, and Urdu) during 2005 to 2008 through a grant from the Administration on Aging Alzheimer's Disease Demonstration Grants to States. After the second year of the program, 267 individuals with cognitive impairment were identified with cognitive impairment and enrolled; however, only 13% of those sought a medical evaluation to obtain a diagnosis or further help for their memory problems. This project sought to: (1) understand how these LEP community groups conceptualize dementia and (2) understand reasons LEP communities sought or did not seek a diagnosis. Using a community-based participatory research approach, ethnic community leaders conducted 48 interviews in a convenience sample of persons enrolled in the previous Administration on Aging demonstration grant. These interviews were conducted with family members of identified persons with dementia in their native language. Interview notes were translated and subjected to thematic analysis. The majority view memory loss as explainable and normative--due to aging, reaction to medication or trauma experienced by war, family problems, or the immigration experience. This conceptualization and the perception that a doctor cannot help influenced whether they sought an evaluation. Those who saw a doctor were looking for medical treatment and help with difficult behaviors. Experience in the doctor's office was variable. Discussion of analysis with ethnic communities revealed the significance of stigma in the data gathering. Continued community-based participatory research approaches with LEP communities could further highlight needs for culturally

  15. Reflective practice: assessment of assignments in English for Specific Purposes

    Directory of Open Access Journals (Sweden)

    Galina Kavaliauskiené

    2007-10-01

    Full Text Available The construct alternative assessment has been widely used in higher education. It is often defined as any type of assessment of learners who provide a response to an assignment. The key features of alternative assessment are active participation of learners in self-evaluation of their performance, and the development of reflective thinking through reflective thinking (Schön, 1983. The success of alternative assessment in language teaching is predetermined by student’s performance and demonstrates learner’s language proficiency in contemporary communicative classrooms. This paper aims at researching the influence of students’ evaluations of various assignments for their linguistic development in English for Specific Purposes (ESP. The study uses learners’ assessment of different assignments and learners’ in-course and post-course written reflections on benefits to language mastery. Learners’ assignments included were contributions to portfolios (dossiers, such as essays and summaries, oral presentations, short impromptu talks, creative tasks, tests, and self-assessment notes (reflections on activities in learning ESP. Findings were obtained for two streams of the project participants. Results showed that self-assessment was beneficial for learners’ linguistic development. The context of learners’ reflections reveals that the attitudes to various assignments are affected by success or failure in students’ performance. Reflective practice might help teachers develop ways of dealing with previously identified difficulties and improve the quality of teaching.

  16. Providing high-quality care for limited English proficient patients: the importance of language concordance and interpreter use.

    Science.gov (United States)

    Ngo-Metzger, Quyen; Sorkin, Dara H; Phillips, Russell S; Greenfield, Sheldon; Massagli, Michael P; Clarridge, Brian; Kaplan, Sherrie H

    2007-11-01

    Provider-patient language discordance is related to worse quality care for limited English proficient (LEP) patients who speak Spanish. However, little is known about language barriers among LEP Asian-American patients. We examined the effects of language discordance on the degree of health education and the quality of interpersonal care that patients received, and examined its effect on patient satisfaction. We also evaluated how the presence/absence of a clinic interpreter affected these outcomes. Cross-sectional survey, response rate 74%. A total of 2,746 Chinese and Vietnamese patients receiving care at 11 health centers in 8 cities. Provider-patient language concordance, health education received, quality of interpersonal care, patient ratings of providers, and the presence/absence of a clinic interpreter. Regression analyses were used to adjust for potential confounding. Patients with language-discordant providers reported receiving less health education (beta = 0.17, p interpreter. Patients with language-discordant providers also reported worse interpersonal care (beta = 0.28, p interpreter did not mitigate these effects and in fact exacerbated disparities in patients' perceptions of their providers. Language barriers are associated with less health education, worse interpersonal care, and lower patient satisfaction. Having access to a clinic interpreter can facilitate the transmission of health education. However, in terms of patients' ratings of their providers and the quality of interpersonal care, having an interpreter present does not serve as a substitute for language concordance between patient and provider.

  17. Training to Care for Limited English Proficient Patients and Provision of Interpreter Services at U.S. Dental School Clinics.

    Science.gov (United States)

    Simon, Lisa; Hum, Lauren; Nalliah, Romesh

    2017-02-01

    Legal protections in the United States mandate that individuals with limited English proficiency (LEP) have equal access to health care. However, LEP populations are at higher risk of poor health. Dental school clinics offer lower cost care by supervised dental students and often provide care for LEP patients. The aims of this study were to survey dental students about their clinical experience with LEP patients, the interpreter resources available at their dental school clinics, and the extent of instruction on these topics. Academic deans at 19 dental schools (30.6% of 62 invited schools) distributed the survey to their students, and the survey was completed by 325 students (4.2% of students at the 19 participating schools). Among the responding students, 44% reported their dental school clinic lacked formal interpreter services, and most of the respondents reported receiving minimal instruction on caring for LEP patients. Only 54% of the responding students reported feeling adequately prepared to manage LEP patients following graduation. These results suggest there is limited access to interpreter services for students while in dental school. A large proportion of these dental students thus reported feeling unprepared to treat LEP patients after graduation.

  18. Measuring English Linguistic Proficiency and Functional Health Literacy Levels in Two Languages: Implications for Reaching Latino Immigrants

    Science.gov (United States)

    Rojas-Guyler, Liliana; Britigan, Denise H.; Murnan, Judy; King, Keith; Vaughn, Lisa M.

    2013-01-01

    The purposes of the study were to determine the health literacy levels of Latinos in the Greater Cincinnati Area in both English and Spanish by utilizing two standardized quantitative measures of health literacy, and to undertake an assessment of the relationship between language, health literacy and acculturation in this community. Given a rapid…

  19. High Proficiency in a Second Language is Characterized by Greater Involvement of the First Language Network: Evidence from Chinese Learners of English

    Science.gov (United States)

    Cao, Fan; Tao, Ran; Liu, Li; Perfetti, Charles A.; Booth, James R.

    2014-01-01

    The assimilation hypothesis argues that second language learning recruits the brain network for processing the native language, whereas the accommodation hypothesis argues that learning a second language recruits brain structures not involved in native language processing. This study tested these hypotheses by examining brain activation of a group of native Chinese speakers, who were late bilinguals with varying levels of proficiency in English, when they performed a rhyming judgment to visually presented English word pairs (CE group) during fMRI. Assimilation was examined by comparing the CE group to native Chinese speakers performing the rhyming task in Chinese (CC group), and accommodation was examined by comparing the CE group to native English speakers performing the rhyming task in English (EE group). The CE group was very similar in activation to the CC group, supporting the assimilation hypothesis. Additional support for the assimilation hypothesis was the finding that higher proficiency in the CE group was related to increased activation in the Chinese network (as defined by the CC > EE), including the left middle frontal gyrus, the right inferior parietal lobule, and the right precuneus, and decreased activation in the English network (as defined by the EE > CC), including the left inferior frontal gyrus and the left inferior temporal gyrus. Although most of the results support assimilation, there was some evidence for accommodation as the CE group showed less activation in the Chinese network including the right middle occipital gyrus, which has been argued to be involved in holistic visuospatial processing of Chinese characters. PMID:23654223

  20. High proficiency in a second language is characterized by greater involvement of the first language network: evidence from Chinese learners of English.

    Science.gov (United States)

    Cao, Fan; Tao, Ran; Liu, Li; Perfetti, Charles A; Booth, James R

    2013-10-01

    The assimilation hypothesis argues that second language learning recruits the brain network for processing the native language, whereas the accommodation hypothesis argues that learning a second language recruits brain structures not involved in native language processing. This study tested these hypotheses by examining brain activation of a group of native Chinese speakers, who were late bilinguals with varying levels of proficiency in English, when they performed a rhyming judgment to visually presented English word pairs (CE group) during fMRI. Assimilation was examined by comparing the CE group to native Chinese speakers performing the rhyming task in Chinese (CC group), and accommodation was examined by comparing the CE group to native English speakers performing the rhyming task in English (EE group). The CE group was very similar in activation to the CC group, supporting the assimilation hypothesis. Additional support for the assimilation hypothesis was the finding that higher proficiency in the CE group was related to increased activation in the Chinese network (as defined by the CC > EE), including the left middle frontal gyrus, the right inferior parietal lobule, and the right precuneus, and decreased activation in the English network (as defined by the EE > CC), including the left inferior frontal gyrus and the left inferior temporal gyrus. Although most of the results support assimilation, there was some evidence for accommodation as the CE group showed less activation in the Chinese network including the right middle occipital gyrus, which has been argued to be involved in holistic visuospatial processing of Chinese characters.

  1. Diagnostic English Language Needs Assessment (DELNA)

    Science.gov (United States)

    Doe, Christine

    2014-01-01

    Tests measuring academic language are traditionally associated with visible, high-stakes decisions of whether or not English language learners are admitted to post-secondary institutions. However, a new form of assessment in higher education is now gaining prominence. Post-entry (or post-enrolment) language assessments (PELA) determine the…

  2. Using a novel assessment of procedural proficiency provides medical educators insight into blood pressure measurement.

    Science.gov (United States)

    Holmstrup, Michael; Jensen, Brock; Burkart, Rebecca; Levis, Malorie

    2016-11-19

    This investigation was performed to determine how students in a health sciences program utilize and explain techniques within blood pressure measurement using a novel assessment, and changes associated with greater curricular exposure. An exploratory, qualitative and quantitative study was conducted using a 'Think Aloud' design with protocol analysis. Following familiarization, participants performed the task of measuring blood pressure on a reference subject while stating their thought processes. A trained practitioner recorded each participant's procedural proficiency using a standardized rubric. There were 112 participants in the study with varying levels of curricular exposure to blood pressure measurement. Four trends are noted. Specifically, a trend was observed wherein a marked increase in procedural proficiency with a plateau occurred (e.g. released cuff pressure 2-4 mmHg, 10%, 60%, 83%, 82%). Secondly, a trend was observed with improvement across groups (e.g. cuff placed snugly/smoothly on upper arm, 20%, 60%, 81%, and 91%). Other trends included a marked improvement with subsequent decrease, and an improvement without achieving proficiency (e.g. palpation of the brachial pulse, 5%, 90%, 81%, 68%, appropriate size cuff, 17%, 40%, 33%, 41%, respectively). Qualitatively, transcript interpretation resulted in a need for clarification in the way blood pressure procedure is instructed in the curriculum. The current investigation provides a snapshot of proficiency in blood pressure assessment across a curriculum and highlights considerations for best instructional practices, including the use of Think Aloud. Consequently, medical educators should use qualitative and quantitative assessments concurrently to determine achievement of blood pressure skill proficiency.

  3. Large-Scale Assessment of Language Proficiency: Theoretical and Pedagogical Reflections on the Use of Multiple-Choice Tests

    Science.gov (United States)

    Argüelles Álvarez, Irina

    2013-01-01

    The new requirement placed on students in tertiary settings in Spain to demonstrate a B1 or a B2 proficiency level of English, in accordance with the Common European Framework of Reference for Languages (CEFRL), has led most Spanish universities to develop a program of certification or accreditation of the required level. The first part of this…

  4. Time to English Proficiency for English Language Learners in New York City and Miami-Dade County. IESP Policy Brief No. 01-12

    Science.gov (United States)

    Conger, Dylan; Hatch, Megan; McKinney, Jessica; Atwell, Meghan Salas; Lamb, Anne

    2012-01-01

    Since the 2002 No Child Left Behind Act (NCLB) was signed into law, schools have been allowed to administer grade-level content reading exams in the native language of English Language Learner (ELL) students for up to three years after they enter the school system. From that point, the students are expected to take the state assessments in…

  5. Research and Trends in the Studies of School-Based Oral English Assessment from 2003 to 2011: A Review of Selected Journals

    Science.gov (United States)

    Kamal, Nur Diana Mohd; Siraj, Saedah; Alias, Norlidah; Attaran, Mohammad

    2013-01-01

    Assessing oral proficiency is a real challenge for English language practitioners. Throughout the process of assessing, many features of oral competence are worth given attention by teachers as the assessors. As such, the Malaysian Ministry of Education has urged for another alternative for oral assessment in 2002 with the intention of revamping…

  6. Effectiveness of Oral Proficiency in English for Secondary Schools (OPS-English) Programme in Improving English Language Vocabulary among Secondary School Students

    Science.gov (United States)

    Singh, Manesha Kaur Rajendra; Singh, Manjet Kaur Mehar; Eng, Lin Siew

    2015-01-01

    Speaking is an important skill that needs to be mastered as it is the best way to communicate with other people in order to deliver opinions and express ideas, but the fact is that secondary school students' ability in speaking English is low in Malaysia. It is caused by several factors such as lack of vocabulary, poor pronunciation, weak grammar…

  7. Does Wechsler Intelligence Scale administration and scoring proficiency improve during assessment training?

    Science.gov (United States)

    Platt, Tyson L; Zachar, Peter; Ray, Glen E; Lobello, Steven G; Underhill, Andrea T

    2007-04-01

    Studies have found that Wechsler scale administration and scoring proficiency is not easily attained during graduate training. These findings may be related to methodological issues. Using a single-group repeated measures design, this study documents statistically significant, though modest, error reduction on the WAIS-III and WISC-III during a graduate course in assessment. The study design does not permit the isolation of training factors related to error reduction, or assessment of whether error reduction is a function of mere practice. However, the results do indicate that previous study findings of no or inconsistent improvement in scoring proficiency may have been the result of methodological factors. Implications for teaching individual intelligence testing and further research are discussed.

  8. Preparedness of small animal veterinary practices to communicate with Spanish-speaking pet owners with limited proficiency in English.

    Science.gov (United States)

    Landau, Ruth E; Beck, Alan; Glickman, Larry T; Litster, Annette; Widmar, Nicole J Olynk; Moore, George E

    2016-03-15

    To investigate the preparedness of small animal veterinary personnel to communicate with Spanish-speaking pet owners with limited English-language proficiency (LEP). Cross-sectional telephone survey. Data from 383 small animal veterinary practices. Telephone surveys were conducted with veterinarians and office or practice managers from a random sample of US small animal veterinary practices in 10 states to estimate the number of Spanish-speaking pet owners with LEP visiting these practices, proportion of practices that used services to facilitate communication with Spanish-speaking clients with LEP, and degree of veterinarian satisfaction with their communication with those clients. Responses were obtained from 383 of 1,245 (31%) eligible practices, of which 340 (89%) had Spanish-speaking clients with LEP and 200 (52%) had such clients on a weekly basis. Eight percent of practices had veterinary personnel who were conversant or fluent in spoken Spanish. Veterinarians who depended on clients' friends or family to translate were significantly less satisfied with client communication than were those who could converse in Spanish with clients directly. Availability of Spanish-speaking staff and offering of Spanish-language resources were associated with an increase in the number of Spanish-speaking clients with LEP seen on a weekly basis. Industry- and practice-generated Spanish-language materials were offered at 32% (124/383) and 21% (81/383) of practices, respectively; 329 (86%) practices had no Spanish-language marketing. Opportunities were identified for improving communication with pet owners with LEP in the veterinary clinical setting, which could ultimately positively impact patient well-being and client compliance.

  9. Assessment in English 3 to 11

    Science.gov (United States)

    Richmond, John

    2017-01-01

    This article critiques the current arrangements for the assessment and testing of English in early-years settings and primary schools in England. It is broadly supportive of the Early Years Foundation Stage Profile. It is highly critical of the Year 1 phonics check, and of the tests of reading and of grammar, punctuation and spelling at the end of…

  10. English Elsewhere: Glocalization, Assessment and Ethics

    Science.gov (United States)

    Rhedding-Jones, Jeanette

    2002-01-01

    This paper explores standardized English curriculum practice in a globalizing world. It uses one particular site of formative/summative assessment to show how colonial and modernist trajectories are carried in these times. The argument is that an ethical evaluative practice would allow for local hybridizations. To represent and theorize from a…

  11. Technical proficiency in cytopathology: assessment through external quality assurance.

    Science.gov (United States)

    Cummings, M C; Greaves, J; Shukor, R A; Perkins, G; Ross, J

    2017-04-01

    To assess both the feasibility and value of conducting an external quality assurance programme concerning technical aspects of cytopathology laboratory practice, and the interest by laboratories in enrolling in such a programme. Six technical surveys, comprising staining exercises and questionnaires relating to laboratory practice, were distributed over a 4-year period to the approximately 220 laboratories enrolled in the RCPAQAP Cytopathology slide survey modules. Staining exercises using the Papanicolaou and Romanowsky techniques, the preparation of urine and body fluid specimens and immunocytochemistry on the cell block material were assessed. Accompanying relevant questionnaires were included, and one survey comprised a questionnaire alone concerning the collection of urinary tract and body fluid samples. Provision of an external cytopathology technical module was feasible for the RCPAQAP and participation rates (maximum of 87% per survey; average 68% for stained slides and 66% for questionnaires) were commendable, particularly considering these were optional undertakings with some exercises not applicable to all laboratories. The great majority of submitted slides were scored as satisfactory, and there was an especially high standard for the immunocytochemical staining exercise with 95% considered satisfactory, including 50.6% with a perfect score. Reasons for suboptimal scores were provided for potential quality improvement for interested laboratories. A wealth of information relating to laboratory practice was provided to the RCPAQAP which was collated and summarised for laboratory use. The provision of a technical module in cytopathology is both a feasible and valuable undertaking of interest to laboratories which should become standard practice for cytopathology external quality assurance providers. © 2016 John Wiley & Sons Ltd.

  12. A genetic assessment of the English bulldog

    OpenAIRE

    Pedersen, Niels C.; Pooch, Ashley S.; Liu, Hongwei

    2016-01-01

    Background This study examines genetic diversity among 102 registered English Bulldogs used for breeding based on maternal and paternal haplotypes, allele frequencies in 33 highly polymorphic short tandem repeat (STR) loci on 25 chromosomes, STR-linked dog leukocyte antigen (DLA) class I and II haplotypes, and the number and size of genome-wide runs of homozygosity (ROH) determined from high density SNP arrays. The objective was to assess whether the breed retains enough genetic diversity to ...

  13. Pilot of the brief behavioral activation treatment for depression in latinos with limited english proficiency: preliminary evaluation of efficacy and acceptability.

    Science.gov (United States)

    Collado, Anahi; Castillo, Soraida D; Maero, Fabian; Lejuez, C W; Macpherson, Laura

    2014-01-01

    Latinos with limited English proficiency (LEP) experience multiple barriers to accessing efficacious mental health treatments. Using a stage model of behavior therapy research, this Stage I investigation evaluated the Brief Behavioral Activation Treatment for Depression (BATD), an intervention that may be well equipped to address existing treatment barriers. A sample of 10 Latinos with LEP and depressive symptomatology participated in a 10-session, direct (i.e., literal) Spanish-language translation of BATD, with no other cultural modifications. Participants were assessed at each session for depressive symptomatology and for the proposed BATD mechanisms: activity engagement and environmental reward. One month after treatment, participants were reassessed and interviewed to elicit feedback about BATD. Hierarchical linear model analyses were used to measure BATD outcomes. Results showed depressive symptomatology decreased (p<.001), while both activation (p=.04) and environmental reward (p=.02) increased over the course of BATD. Increases in activation corresponded concurrently with decreases in depression (p=.01), while environmental reward preceded decreases in depressive symptomatology (all p's ≤ .04). Follow-up analyses revealed sustained clinical gains in depression and activation, and an increase in environmental reward at follow-up. Participant interviews conducted 1 month after treatment conclusion indicated that BATD is an acceptable treatment for our sample of interest. Despite the limitations inherent in a study restricted to a sample of 10, preliminary outcomes of this Stage I research suggest that members of this otherwise underserved group showed improvements in depressive symptomatology and are willing to participate in and adhere to BATD. The study's positive outcomes suggest that a Stage II randomized clinical trial is a logical next step. © 2013.

  14. Translation norms for English and Spanish: The role of lexical variables, word class, and L2 proficiency in negotiating translation ambiguity

    Science.gov (United States)

    Prior, Anat; MacWhinney, Brian; Kroll, Judith F.

    2014-01-01

    We present a set of translation norms for 670 English and 760 Spanish nouns, verbs and class ambiguous items that varied in their lexical properties in both languages, collected from 80 bilingual participants. Half of the words in each language received more than a single translation across participants. Cue word frequency and imageability were both negatively correlated with number of translations. Word class predicted number of translations: Nouns had fewer translations than did verbs, which had fewer translations than class-ambiguous items. The translation probability of specific responses was positively correlated with target word frequency and imageability, and with its form overlap with the cue word. Translation choice was modulated by L2 proficiency: Less proficient bilinguals tended to produce lower probability translations than more proficient bilinguals, but only in forward translation, from L1 to L2. These findings highlight the importance of translation ambiguity as a factor influencing bilingual representation and performance. The norms can also provide an important resource to assist researchers in the selection of experimental materials for studies of bilingual and monolingual language performance. These norms may be downloaded from www.psychonomic.org/archive. PMID:18183923

  15. Credibility and validity of the self-assessment scale for aphasia patient care proficiency.

    OpenAIRE

    平, 木由里; 原, 修一; タイラ, ユズリ; ハラ, シュウイチ; Yuzuri, TAIRA; Shuichi, HARA

    2010-01-01

    The purpose of the study is a development of scale for measuring "knowledge and practice of aphasia patient nursing care" of nurses. Aphasia patient care proficiency self-assessment scale, which consists of 15 items, is simple for respondents to be able to respond in a short time and its credibility and validity have been recognized. The scale has obtained 0.87 of correlation coefficient by test-retest method conducted for 193 of nurses of recovery wings, showing 0.82�`0.87 of Cronbach �� con...

  16. Predictive Validity and Accuracy of Oral Reading Fluency for English Learners

    Science.gov (United States)

    Vanderwood, Michael L.; Tung, Catherine Y.; Checca, C. Jason

    2014-01-01

    The predictive validity and accuracy of an oral reading fluency (ORF) measure for a statewide assessment in English language arts was examined for second-grade native English speakers (NESs) and English learners (ELs) with varying levels of English proficiency. In addition to comparing ELs with native English speakers, the impact of English…

  17. The link between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-rated English proficiency among Chinese learners

    Directory of Open Access Journals (Sweden)

    Jean-Marc Dewaele

    2013-10-01

    Full Text Available Previous research has suggested that high levels of Foreign Language Classroom Anxiety (FLCA have a negative effect on foreign language learning (Horwitz, 2001; Lu & Liu, 2011 while moderate levels of Second Language Tolerance of Ambiguity (SLTA are believed to boost foreign language learning (Ely, 1995. There is prima facie evidence that both dimensions are inversely related as Foreign Language Learning contexts are full of ambiguities which may contribute to anxiety. However, the relationship between FLCA and SLTA has been under-researched. The present study is an attempt to fill this gap by investigating the link between SLTA and FLCA in English of 73 secondary school students in Hong Kong. They filled out an online questionnaire consisting of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986 and the Second Language Tolerance of Ambiguity Scale (Ely, 1995. Statistical analyses revealed that FLCA, SLTA and Self-rated English proficiency predict half of the variance in each other; in other words, students who were more tolerant of second language ambiguity were less anxious in their EFL classes and they also felt more proficient.

  18. Test Anxiety and Foreign Language Reading Anxiety in a Reading-Proficiency Test

    OpenAIRE

    Ya-Chin Tsai; Yi-Chih Li

    2012-01-01

    Problem statement: The impact of foreign-language anxiety has been researched with respect to the reading domain; however, how it affects reading proficiency in relation to test anxiety in a test situation is yet to be explored. Approach: This study investigated possible relationships between test anxiety, foreign language reading anxiety and English reading proficiency by using scales published in previous studies. A total of 302 EFL college freshmen enrolled in Freshman English were assesse...

  19. The Language Proficiency Profile-2: Assessment of the Global Communication Skills of Deaf Children Across Languages and Modalities of Expression.

    Science.gov (United States)

    Bebko, James M.; Calderon, Rosemary; Treder, Robert

    2003-01-01

    Data are presented from two studies that investigate the developmental trends and concurrent validity of a measure of language and communication skills for deaf children, the Language Proficiency Profile-2 (LPP-2), developed by Bebko and McKinnon (1993). The LPP-2 was designed to evaluate the overall linguistic/communicative skills of deaf children, independent of any specific language or modality of expression. It focuses on the totality of the children's communication skills. Experiment 1 investigated developmental trends of the LPP-2 for both deaf and hearing children, studying a combined sample of deaf and hearing children from the United States and Canada. Experiment 2 investigated the relationship between the LPP-2 and two commonly used measures to assess deaf children on language development (Preschool Language Scale-3) and early reading skills (Test of Early Reading Ability-Deaf/Hard-of-Hearing). Results from the two studies indicate that the LPP-2 has good utility not only as a measure of overall language development but also as a predictor of achievement for English language and early reading skills.

  20. A Survey of Aviation English Tests

    Science.gov (United States)

    Alderson, J. Charles

    2010-01-01

    The Lancaster Language Testing Research Group was commissioned in 2006 by the European Organisation for the Safety of Air Navigation (Eurocontrol) to conduct a validation study of the development of a test called ELPAC (English Language Proficiency for Aeronautical Communication), intended to assess the language proficiency of air traffic…

  1. The Effects of an Extensive Reading Program on Improving English as Foreign Language Proficiency in University Level Education

    Science.gov (United States)

    Alzu'bi, Mohammad Akram

    2014-01-01

    This study aimed at investigating the impact of extensive reading on improving reading proficiency. The study tried to find the effect of ER on EFL student's reading, vocabulary and grammar. The researcher designed two instruments; a program based on the extensive reading strategy and general test. Forty-one university students who study English…

  2. Proficiency in English, Linguistic Shift and Ethnic Capital: An Intergenerational Analysis of Non-English Speaking Background Immigrant Groups in Sydney, Australia

    Science.gov (United States)

    Forrest, James; Dandy, Justine

    2018-01-01

    Much is known about immigrants' majority language proficiency in the first (immigrant) generation. Less is understood of differences in linguistic shift compared with heritage language retention in subsequent generations. Focusing on Sydney, Australia's largest "EthniCity," we build on Clyne and Kipp's (1999. "Pluricentric Languages…

  3. Study on Correlation of English Pronunciation Self-Concept to English Learning

    Science.gov (United States)

    Tang, Xin; Zhang, Shengqi; Li, Yucong; Zhao, Miqiang

    2013-01-01

    English pronunciation self-concept is formed in the process of pronunciation learning, which refers to the learners' self-conception and assessment of one's English pronunciation proficiency and pronunciation (Gimson, A. C. 1980). This paper reports an investigation on 237 non-English major college students into the relationship between English…

  4. The influence of non-native language proficiency on speech perception performance.

    Science.gov (United States)

    Kilman, Lisa; Zekveld, Adriana; Hällgren, Mathias; Rönnberg, Jerker

    2014-01-01

    The present study examined to what extent proficiency in a non-native language influences speech perception in noise. We explored how English proficiency affected native (Swedish) and non-native (English) speech perception in four speech reception threshold (SRT) conditions, including two energetic (stationary, fluctuating noise) and two informational (two-talker babble Swedish, two-talker babble English) maskers. Twenty-three normal-hearing native Swedish listeners participated, age between 28 and 64 years. The participants also performed standardized tests in English proficiency, non-verbal reasoning and working memory capacity. Our approach with focus on proficiency and the assessment of external as well as internal, listener-related factors allowed us to examine which variables explained intra- and interindividual differences in native and non-native speech perception performance. The main result was that in the non-native target, the level of English proficiency is a decisive factor for speech intelligibility in noise. High English proficiency improved performance in all four conditions when the target language was English. The informational maskers were interfering more with perception than energetic maskers, specifically in the non-native target. The study also confirmed that the SRT's were better when target language was native compared to non-native.

  5. Recurrent Word Combinations in EAP Test-Taker Writing: Differences between High- and Low-Proficiency Levels

    Science.gov (United States)

    Appel, Randy; Wood, David

    2016-01-01

    The correct use of frequently occurring word combinations represents an important part of language proficiency in spoken and written discourse. This study investigates the use of English-language recurrent word combinations in low-level and high-level L2 English academic essays sourced from the Canadian Academic English Language (CAEL) assessment.…

  6. The Relationship between Receptive and Expressive Subskills of Academic L2 Proficiency in Nonnative Speakers of English: A Multigroup Approach

    Science.gov (United States)

    Pae, Hye K.; Greenberg, Daphne

    2014-01-01

    The purpose of this study was to examine the relationship between receptive and expressive language skills characterized by the performance of nonnative speakers (NNSs) of English in the academic context. Test scores of 585 adult NNSs were selected from Form 2 of the Pearson Test of English Academic's field-test database. A correlated…

  7. The Use of Interactive Whiteboard in English Vocabulary Acquisition and Learning Effect on Students with Different Proficiency Level

    Science.gov (United States)

    Ting, Yu-Liang; Tai, Yaming; Lin, Hsin-Yi

    2015-01-01

    The integration of technology into English teaching is a trend in primary education. The purpose of this study is to explore how the interactive whiteboard (IWB) can be used in the teaching and learning of English as a Foreign Language. Through a wide range of interactive hands-on activities, the IWB's features are illustrated for the design of…

  8. 'I understand all the major things': how older people with limited English proficiency decide their need for a professional interpreter during health care after stroke.

    Science.gov (United States)

    Fryer, Caroline Elizabeth; Mackintosh, Shylie F; Stanley, Mandy J; Crichton, Jonathan

    2013-01-01

    To explore the process of decision-making of older people with limited English proficiency (LEP) about using a professional interpreter during their health care after stroke. A constructivist grounded theory approach was used. Up to two in-depth interviews were conducted with 13 older people with LEP from seven different language groups, and one older person who preferred to speak English, who had recently received health care after an acute stroke. Professional interpreters assisted with 19 of the 24 study interviews. Data were analysed and theoretical processes developed using a constant comparative method. Professional interpreters were not a strong presence in the health care experience after stroke for participants. The use of professional interpreters was a complex decision for participants, influenced by their perception of the language and health care expertise of themselves and others, their perceived position to make the decision and whom they trusted. Getting by in English allowed participants to follow rules-based talk of health professionals, but did not enable them to understand detailed information or explanation, or to engage in the management of their condition in a meaningful way. Health professionals have an opportunity and a mandate to demonstrate leadership in the interpreter decision by providing knowledge, opportunity and encouragement for people with LEP, to use an interpreter to engage in, and understand, their health care after stroke. Health professionals may need to advise when interpretation is needed for health care situations, when communication difficulties may not be anticipated by the person with LEP.

  9. “¿Cómo estas?” “I’m good.” Conversational code-switching is related to profiles of expressive and receptive proficiency in Spanish-English bilingual toddlers

    Science.gov (United States)

    Ribot, Krystal M.; Hoff, Erika

    2015-01-01

    Relations between bilingual children’s patterns of conversational code-switching (responding to one language with another), the balance of their dual language input, and their expressive and receptive proficiency in two languages were examined in 115 2½-year-old simultaneous Spanish-English bilinguals in the U.S. Children were more likely to code-switch in response to Spanish than English. Children’s expressive vocabulary scores were higher in English than in Spanish, while their English and Spanish receptive language scores were not different. Analyses of subgroups of children with different but consistent patterns of code-switching confirmed that children who code-switched to English showed greater English skills, specifically in the expressive domain. Children who did not code-switch were more balanced bilinguals in both expressive and receptive skills. Children with other code-switching patterns showed still different profiles of dual language expressive and receptive proficiency. These findings reveal that some, but not all, bilingual children show different profiles of expressive and receptive skill in their two languages and that these proficiency profiles are related to their language choices in conversation. PMID:25750468

  10. Reading Efficiency in Native English-Speaking and English-as-a-Second-Language Children: The Role of Oral Proficiency and Underlying Cognitive-Linguistic Processes

    Science.gov (United States)

    Geva, Esther; Yaghoub Zadeh, Zohreh

    2006-01-01

    The research examined the extent to which (a) Grade 2 English-as-a-second-language (ESL) and English-as-a-first-language (EL1) children resemble each other on word and text reading efficiency and (b) whether individual differences in word and text reading efficiency in the two language groups can be understood in terms of similar underlying…

  11. Pragmatic competence in the listening paper of the certificate of proficiency in english = Competência pragmática na compreensão oral do certificate of proficiency in english

    Directory of Open Access Journals (Sweden)

    Corsetti, Cristiane Ruzicki

    2010-01-01

    Full Text Available O presente artigo baseia-se em minha monografia do curso de especialização, cujo objetivo foi justificar a importância do desenvolvimento de atividades de conscientização pragmática, em sala de aula de inglês como língua estrangeira. O conceito de competência pragmática foi abordado e descreveu-se seu impacto no desempenho linguístico. Foram analisadas as provas de compreensão e de produção orais de um exame de proficiência britânico intitulado “Certificate of Proficiency in English”, da universidade de Cambridge. Neste artigo, irei descrever as conclusões a respeito da prova de compreensão oral. A análise foi baseada nos modelos de código e inferencial de comunicação verbal e o princípio da relevância de Sperber e Wilson (1986, e na teoria dos atos de fala de Searle (1979. Os resultados oferecem um olhar sobre as habilidades inferenciais e conhecimentos pragmáticos a serem desenvolvidos ou ensinados de forma explícita em sala de aula de inglês como língua estrangeira

  12. Convenient Access to Professional Interpreters in the Hospital Decreases Readmission Rates and Estimated Hospital Expenditures for Patients with Limited English Proficiency

    Science.gov (United States)

    Karliner, Leah S.; Pérez-Stable, Eliseo J.; Gregorich, Steven E.

    2016-01-01

    Background Twenty-five million people in the U.S. have limited English proficiency (LEP); this growing and aging population experiences worse outcomes when hospitalized. Federal requirements that hospitals provide language access services are very challenging to implement in the fast-paced, 24-hour hospital environment. Objective Determine if increasing access to professional interpreters improves hospital outcomes for older patients with LEP Design Natural experiment on a medicine floor of an academic hospital Participants Patients age ≥50 discharged between Jan 15, 2007–Jan 15, 2010. Exposure Dual-handset interpreter telephone at every bedside July 15, 2008–Mar 14, 2009 Outcome Measures 30-day readmission, length of stay (LOS), estimated hospital expenditures Results Of 8,077 discharges, 1,963 were for LEP, and 6,114 for English-proficient (EP) patients. There was a significant decrease in observed 30-day readmission rates for the LEP group during the 8-month intervention period compared to 18 months pre-intervention (17.8% vs. 13.4%); at the same time EP readmission rates increased (16.7% vs. 19.7%); results remained significant in adjusted analyses. This improved readmission outcome for the LEP group was not maintained during the subsequent post-intervention period when the telephones became less accessible. There was no significant intervention impact on LOS in either unadjusted or adjusted analyses. After accounting for interpreter services costs, the estimated 119 readmissions averted during the intervention period were associated with estimated monthly hospital expenditure savings of $161,404. Conclusions Comprehensive language access represents an important, high value service that all medical centers should provide in order to achieve equitable, quality healthcare for vulnerable LEP populations. PMID:27579909

  13. Unscrambling jumbled sentences: An authentic task for English language assessment?

    Directory of Open Access Journals (Sweden)

    Betty Lanteigne

    2017-06-01

    Full Text Available Jumbled sentence items in language assessment have been criticized by some authors as inauthentic. However, unscrambling jumbled sentences is a common occurrence in real-world communication in English as a lingua franca. Naturalistic inquiry identified 54 instances of jumbled sentence use in daily life in Dubai/Sharjah, where English is widely used as a lingua franca. Thus it is seen that jumbled sentence test items can reflect real-world language use. To evaluate scrambled sentence test items, eight test item types developed from one jumbled sentence instance (“Want taxi Dubai you?” were analyzed in terms of interactivity and authenticity. Items ranged from being completely decontextualized, non-interactive, and inauthentic to being fully contextualized, interactive, and authentic. To determine appropriate assessment standards for English tests in schools in this region, the English language standards for schools and English language requirements for university admission in the UAE were analyzed. Schools in Dubai/Sharjah use Inner Circle English varieties of English (e.g., British or American English as the standard for evaluation, as well as non-native-English-speaker varieties (e.g., Indian English(es. Also, students applying to English-medium universities in the UAE must meet the required scores on standardized English tests including the IELTS and TOEFL. Standards for evaluation of communication in English involving tasks of jumbled sentences in classroom tests must reflect the language learning goals of the school and community. Thus standards for classroom assessment of English in Dubai/Sharjah are determined by local schools’ and universities’ policies.

  14. Perception of Improving English Language Proficiency through Video Compositions among Male and Female Students of MRSM Kuala Krai

    National Research Council Canada - National Science Library

    Sha, Isolde Hon Pei; Kalajahi, Seyed Ali Rezvani; Mukundan, Jayakaran

    2014-01-01

    .... Other than that, the actions, gestures, emotions, settings, etc, that is observed by students in a video can provide significant visual stimulus for the practice and production of the English language...

  15. Discriminating Disorder from Difference Using Dynamic Assessment with Bilingual Children

    Science.gov (United States)

    Hasson, Natalie; Camilleri, Bernard; Jones, Caroline; Smith, Jodie; Dodd, Barbara

    2013-01-01

    The DAPPLE (Dynamic Assessment of Preschoolers' Proficiency in Learning English) is currently being developed in response to a clinical need. Children exposed to English as an additional language may be referred to speech and language therapy because their proficiency in English is not the same as their monolingual peers. Some, but not all, of…

  16. a Psycholinguistic Model for Simultaneous Translation, and Proficiency Assessment by Automated Acoustic Analysis of Discourse.

    Science.gov (United States)

    Yaghi, Hussein M.

    Two separate but related issues are addressed: how simultaneous translation (ST) works on a cognitive level and how such translation can be objectively assessed. Both of these issues are discussed in the light of qualitative and quantitative analyses of a large corpus of recordings of ST and shadowing. The proposed ST model utilises knowledge derived from a discourse analysis of the data, many accepted facts in the psychology tradition, and evidence from controlled experiments that are carried out here. This model has three advantages: (i) it is based on analyses of extended spontaneous speech rather than word-, syllable-, or clause -bound stimuli; (ii) it draws equally on linguistic and psychological knowledge; and (iii) it adopts a non-traditional view of language called 'the linguistic construction of reality'. The discourse-based knowledge is also used to develop three computerised systems for the assessment of simultaneous translation: one is a semi-automated system that treats the content of the translation; and two are fully automated, one of which is based on the time structure of the acoustic signals whilst the other is based on their cross-correlation. For each system, several parameters of performance are identified, and they are correlated with assessments rendered by the traditional, subjective, qualitative method. Using signal processing techniques, the acoustic analysis of discourse leads to the conclusion that quality in simultaneous translation can be assessed quantitatively with varying degrees of automation. It identifies as measures of performance (i) three content-based standards; (ii) four time management parameters that reflect the influence of the source on the target language time structure; and (iii) two types of acoustical signal coherence. Proficiency in ST is shown to be directly related to coherence and speech rate but inversely related to omission and delay. High proficiency is associated with a high degree of simultaneity and

  17. Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: The potential of Rasch measurement theory

    Directory of Open Access Journals (Sweden)

    Tim Dunne

    2012-10-01

    Full Text Available The challenges inherent in assessing mathematical proficiency depend on a number of factors, amongst which are an explicit view of what constitutes mathematical proficiency, an understanding of how children learn and the purpose and function of teaching. All of these factors impact on the choice of approach to assessment. In this article we distinguish between two broad types of assessment, classroom-based and systemic assessment. We argue that the process of assessment informed by Rasch measurement theory (RMT can potentially support the demands of both classroom-based and systemic assessment, particularly if a developmental approach to learning is adopted, and an underlying model of developing mathematical proficiency is explicit in the assessment instruments and their supporting material. An example of a mathematics instrument and its analysis which illustrates this approach, is presented. We note that the role of assessment in the 21st century is potentially powerful. This influential role can only be justified if the assessments are of high quality and can be selected to match suitable moments in learning progress and the teaching process. Users of assessment data must have sufficient knowledge and insight to interpret the resulting numbers validly, and have sufficient discernment to make considered educational inferences from the data for teaching and learning responses.

  18. An academic writing needs assessment of English-as-a-second-language clinical investigators.

    Science.gov (United States)

    Wang, Min-Fen; Bakken, Lori L

    2004-01-01

    Academic writing for publication is competitive and demanding for researchers. For the novice English-as-a-second-language (ESL) researcher, the pressure to publish compounds the difficulties of mastering the English language. Very few studies have used ESL graduate and post-graduate students as academic writing research subjects. The purpose of this project was to assess the learning needs of ESL clinical investigators regarding academic writing for English scholarly publication. A qualitative evaluation approach was used to examine the gap between the current and desired proficiency level for the academic writing of ESL clinical investigators. We considered the perspectives of seven ESL clinical investigators plus three mentors and three writing instructors. Semi-structured questions were asked. Field notes were organized using a field-work recording system. They were analyzed using the constant comparative method. ESL clinical investigators do not accurately perceive their writing deficiencies. They have little knowledge of criteria for academic writing and they are influenced by their prior English learning experiences in their home culture, which engender passive attitudes toward seeking appropriate writing resources. Adequate time is especially needed to develop successful writing skills. Four basic steps are recommended to guide program planners in developing ESL writing activities for professional learning: (1) recognize discrepancies, (2) establish clear standards and performance criteria for scholarly writing, (3) develop individual plans, and (4) organize long-term writing assistance.

  19. A genetic assessment of the English bulldog.

    Science.gov (United States)

    Pedersen, Niels C; Pooch, Ashley S; Liu, Hongwei

    2016-01-01

    This study examines genetic diversity among 102 registered English Bulldogs used for breeding based on maternal and paternal haplotypes, allele frequencies in 33 highly polymorphic short tandem repeat (STR) loci on 25 chromosomes, STR-linked dog leukocyte antigen (DLA) class I and II haplotypes, and the number and size of genome-wide runs of homozygosity (ROH) determined from high density SNP arrays. The objective was to assess whether the breed retains enough genetic diversity to correct the genotypic and phenotypic abnormalities associated with poor health, to allow for the elimination of deleterious recessive mutations, or to make further phenotypic changes in body structure or coat. An additional 37 English bulldogs presented to the UC Davis Veterinary Clinical Services for health problems were also genetically compared with the 102 registered dogs based on the perception that sickly English bulldogs are products of commercial breeders or puppy-mills and genetically different and inferior. Four paternal haplotypes, with one occurring in 93 % of dogs, were identified using six Y-short tandem repeat (STR) markers. Three major and two minor matrilines were identified by mitochondrial D-loop sequencing. Heterozygosity was determined from allele frequencies at genomic loci; the average number of alleles per locus was 6.45, with only 2.7 accounting for a majority of the diversity. However, observed and expected heterozygosity values were nearly identical, indicating that the population as a whole was in Hardy-Weinberg equilibrium (HWE). However, internal relatedness (IR) and adjusted IR (IRVD) values demonstrated that a number of individuals were the offspring of parents that were either more inbred or outbred than the population as a whole. The diversity of DLA class I and II haplotypes was low, with only 11 identified DLA class I and nine class II haplotypes. Forty one percent of the breed shared a single DLA class I and 62 % a single class II haplotype. Nineteen

  20. The Limited English Proficiency Patient Family Advocate Role: Fostering Respectful and Effective Care Across Language and Culture in a Pediatric Oncology Setting.

    Science.gov (United States)

    Gil, Stephanie; Hooke, Mary C; Niess, Dawn

    2016-01-01

    Patients and families with limited English proficiency (LEP) face a multitude of barriers both inside and outside the hospital walls. These barriers can contribute to difficulty accessing care and understanding/adhering to treatment recommendations, ultimately placing them at higher risk for poorer outcomes than their English-speaking counterparts. The LEP Patient Family Advocate role was created with the aim of improving access, promoting effective communication, and equalizing care for children with cancer from families with LEP. The goal of this mixed methods study was to describe the level of satisfaction and experiences of parents and health care providers who used the LEP Patient Family Advocate while receiving or providing care. Twelve parents and 15 health care providers completed quantitative surveys and an open-ended question about their experiences. High levels of satisfaction were reported. Themes about the role from qualitative responses included its positive effect on communication, trust, and connectedness between parents and staff. Continuity of care and safety were improved, and parents thought the role helped decrease their stress. The LEP Patient Family Advocate has a positive influence on family-centered cultural care. © 2015 by Association of Pediatric Hematology/Oncology Nurses.

  1. The impact of threshold language assistance programming on the accessibility of mental health services for persons with limited English proficiency in the Medi-Cal setting.

    Science.gov (United States)

    McClellan, Sean R; Wu, Frances M; Snowden, Lonnie R

    2012-06-01

    Title VI of the 1964 Civil Rights Act prohibits federal funds recipients from providing care to limited English proficiency (LEP) persons more limited in scope or lower in quality than care provided to others. In 1999, the California Department of Mental Health implemented a "threshold language access policy" to meet its Title VI obligations. Under this policy, Medi-Cal agencies must provide language assistance programming in a non-English language where a county's Medical population contains either 3000 residents or 5% speakers of that language. We examine the impact of threshold language policy-required language assistance programming on LEP persons' access to mental health services by analyzing the county-level penetration rate of services for Russian, Spanish, and Vietnamese speakers across 34 California counties, over 10 years of quarterly data. Exploiting a time series with nonequivalent control group study design, we studied this phenomena using linear regression with random county effects to account for trends over time. Threshold language policy-required assistance programming led to an immediate and significant increase in the penetration rate of mental health services for Russian (8.2, P language speaking persons. Threshold language assistance programming was effective in increasing mental health access for Russian and Vietnamese, but not for Spanish-speaking LEP persons.

  2. Stages in Chinese Children's Reading of English Words

    Science.gov (United States)

    Yin, Li; Anderson, Richard C.; Zhu, Jin

    2007-01-01

    Developmental stages in reading English words were examined among 118 Chinese children in Grades 2, 4, and 6 from a working-class elementary school in Tianjin, China. Proficiency in Chinese and English, ability to make orthographic analogies in both languages, and strategies in reading English words were assessed. Results suggest that Chinese…

  3. Variables associated with Grade R English Additional Language ...

    African Journals Online (AJOL)

    reviewer 1

    teachers and learners in EAL teaching and learning may relate to the many borrowed phonemes and words from English. Further research is required to strengthen the evidence. Keywords: English Additional Language instruction; English Language Proficiency (ELP) standards assessment tool; Grade. R; isiNdebele ...

  4. Air safety, language assessment policy and policy implementation : the case of aviation English.

    OpenAIRE

    Alderson, J. Charles

    2009-01-01

    The language of international aviation communication is English, but numerous aviation incidents and accidents have involved miscommunication between pilots and air traffic controllers, many of whom are not native speakers of the language. In 2004 the International Civil Aviation Organization (ICAO) published a set of Language Proficiency Requirements and a Proficiency Rating Scale, and by 5 March 2008, air traffic controllers and pilots were required by the ICAO to have a certificate attesti...

  5. Learning to Think in a Second Language: Effects of Proficiency and Length of Exposure in English Learners of German

    Science.gov (United States)

    Athanasopoulos, Panos; Damjanovic, Ljubica; Burnand, Julie; Bylund, Emanuel

    2015-01-01

    The aim of the current study is to investigate motion event cognition in second language learners in a higher education context. Based on recent findings that speakers of grammatical aspect languages like English attend less to the endpoint (goal) of events than do speakers of nonaspect languages like Swedish in a nonverbal categorization task…

  6. A Comparative Study of the Effect of CALL on Gifted and Non-Gifted Adolescents' English Proficiency

    Science.gov (United States)

    Tai, Sophie; Chen, Hao-Jan

    2015-01-01

    Computer-Assisted Language Learning (CALL) has gained increasing acceptance since it provides learners with abundant resources. Most researches confirm the beneficial effect of CALL on English as a Foreign Language (EFL) learners' cognitive, metacognitive, and affective developments. However, the diversity of students' intelligence is associated…

  7. Affective and Situational Correlates of Foreign Language Proficiency: A Study of Chinese University Learners of English and Japanese

    Science.gov (United States)

    Jin, Yinxing; de Bot, Kees; Keijzer, Merel

    2017-01-01

    The study explores the effects of teacher support and student cohesiveness on foreign language (FL) learning outcomes and compares their effect with that of FL anxiety. One hundred and forty-six first-year Chinese undergraduates of Japanese, who were also learning English, participated in two surveys that were administered over a 2-month interval.…

  8. Analogy as a Tool for the Acquisition of English Verb Tenses among Low Proficiency L2 Learners

    Science.gov (United States)

    Yoke, Soo Kum; Hasan, Nor Haniza

    2014-01-01

    The teaching of English grammar to second language learners is usually a tedious, stressful and time consuming activity and even after all the effort, students have generally found these lessons boring and confusing. As such, innovative language instructors have been trying different approaches to the teaching of grammar in their classrooms. Using…

  9. Language proficiency: Current strategies, future remedies ...

    African Journals Online (AJOL)

    Language proficiency among young South Africans is low. This is true not only of mother tongue speakers of English and Afrikaans, but also, and especially, of non-mother tongue speakers of English, among whom language proficiency levels raise serious concern. Some examples are given to illustrate the importance of ...

  10. Virtual phacoemulsification surgical simulation using visual guidance and performance parameters as a feasible proficiency assessment tool.

    Science.gov (United States)

    Lam, Chee Kiang; Sundaraj, Kenneth; Sulaiman, Mohd Nazri; Qamarruddin, Fazilawati A

    2016-06-14

    P1 (ρ = 0.077). Statistical analysis of the results obtained from repetitive trials between two groups of users reveal that augmented virtual reality (VR) simulators have the potential and capability to be used as a feasible proficiency assessment tool for the complete four main procedures of phacoemulsification cataract surgery (ρ assessed through performance parameters.

  11. On the Accuracy of Iranian EFL Students' Reading Self-assessment and their Level of Reading Proficiency

    Directory of Open Access Journals (Sweden)

    Moein Shokr

    2015-10-01

    Full Text Available Reviewing the literature on self-assessment as an alternative method of assessment we find advocates claiming for the accuracy of the students’ self-assessments in general with little focus on their level of proficiency. With an eye on the students’ level of reading proficiency, the present study aimed at investigating the relationship between students’ reading self-assessment (as a formative and alternative method of assessment on the one hand, and teacher assessment (as a formative type of assessment as well as students’ final examination scores (as a summative and traditional method of assessment on the other. To this end, 65 students of Islamic Azad University- Tehran South Branch were selected to participate in this study. Initially, participants received PET test as pretest for assigning them into different levels of reading proficiency. Based upon the results of the pretest, participants were assigned to elementary and intermediate levels. Throughout the whole semester self-assessment questionnaire was employed for five times. Descriptive statistics and Pearson correlation were the data analysis techniques performed. The results of the study revealed a significant relationship between the intermediate learners’ self-ratings and teacher assessments; however, the results indicated no significant relationship between elementary learners’ self-assessments and teacher assessments. Also, the correlations between students’ self-assessments and their final examination scores were not significant for both levels. Therefore, given the teacher assessment as the yardstick, the accuracy of the intermediate levels and the inaccuracy of the elementary learners’ self-assessments could be concluded. Finally, the low correlation between the learners’ self-assessments and their scores on traditional final examination led the researcher to attribute it to the different nature of these two assessment types.

  12. Unscrambling Jumbled Sentences: An Authentic Task for English Language Assessment?

    Science.gov (United States)

    Lanteigne, Betty

    2017-01-01

    Jumbled sentence items in language assessment have been criticized by some authors as inauthentic. However, unscrambling jumbled sentences is a common occurrence in real-world communication in English as a lingua franca. Naturalistic inquiry identified 54 instances of jumbled sentence use in daily life in Dubai/Sharjah, where English is widely…

  13. English as a Lingua Franca: Implications for Pedagogy and Assessment

    Science.gov (United States)

    Fang, Fan

    2017-01-01

    The English language functions as a global language that facilitates communication among people of different lingua-cultures. This background leads to the question of whether the traditional language assessment still fulfils the needs of the majority of language learners who will use English for various purposes with people from different…

  14. Using Trialogues to Measure English Language Skills

    Science.gov (United States)

    So, Youngsoon; Zapata-Rivera, Diego; Cho, Yeonsuk; Luce, Christine; Battistini, Laura

    2015-01-01

    We explored the use of technology-assisted, trialogue-based tasks to measure the English language proficiency of students learning English as a second or foreign language. A presumed benefit of the system for language assessment is its suitability for use in scenario-based tasks that integrate multiple language skills. This integration allows test…

  15. Proficiency and the Bilingual Lexicon.

    Science.gov (United States)

    Woutersen, Mirjam; And Others

    A study investigated lexical decision-making among Dutch-English bilinguals in the auditory modality. Subjects, bilinguals at three proficiency levels (intermediate, high, and near-native) were presented with 40 cognate and 40 non-cognate word pairs, a similar number of English and Dutch distractors, and a similar number of nonsense words in each…

  16. On-The-Job Training: Development and Assessment of a Methodology for Generating Task Proficiency Evaluation Instruments

    Science.gov (United States)

    1986-09-01

    Assessment of a Methodology for Generating Task Proficiency Evaluation Instruments 12. PERSONAL AUTHOR(S) Warm, R.; Roth, J.T. Fitz artick! J.A. ,. 13a...procedures, and their support and ideas throughout the project; Ms. Lisa I. Thocher for her assistance in the data collection and analysis; and the Project...performance are identified. This detailed information allows the evaluator and the trainee to see what types of errors were made (in terms of

  17. ESTILOS DE APRENDIZAJE, ESTRATEGIAS DE LECTURA Y SU RELACIÓN CON EL RENDIMIENTO ACADÉMICO DE LA LENGUA EXTRANJERA. (LEARNING STYLES, READING STRATEGIES AND THEIR INFLUENCE IN THE PROFICIENCY IN THE ENGLISH LANGUAGE)

    National Research Council Canada - National Science Library

    C Mirtha Manzano Díaz; C Eugenio Hidalgo Diez

    2009-01-01

    ... y reflexivo se asocian al uso frecuente de estrategias de lectura; y estos influyen en el rendimiento de la lengua extranjera en estos estudiantes. ABSTRACT This research aims to find out the relationship among learning reflexive, active, pragmatic and theoretical styles, reading strategies, and the proficiency level in the English language. The instruments were applied to second-academic-year students of the Ciego de Avila University, the reliability and validity of the instruments were confirmed by methods as...

  18. 76 FR 1138 - Enhanced Assessment Instruments

    Science.gov (United States)

    2011-01-07

    ... teaching, learning, and program improvement, educators need data from assessments about the English... a common set of college- and career-ready standards in English language arts and mathematics. The..., valid and reliable assessments of the English language proficiency of all English learners and, under...

  19. Proficiency and Linguistic Complexity Influence Speech Motor Control and Performance in Spanish Language Learners.

    Science.gov (United States)

    Nip, Ignatius S B; Blumenfeld, Henrike K

    2015-06-01

    Second-language (L2) production requires greater cognitive resources to inhibit the native language and to retrieve less robust lexical representations. The current investigation identifies how proficiency and linguistic complexity, specifically syntactic and lexical factors, influence speech motor control and performance. Speech movements of 29 native English speakers with low or high proficiency in Spanish were recorded while producing simple and syntactically complex sentences in English and Spanish. Sentences were loaded with cognate (e.g., baby-bebé) or noncognate (e.g., dog-perro) words. Effects of proficiency, lexicality (cognate vs. noncognate), and syntactic complexity on maximum speed, range of movement, duration, and speech movement variability were examined. In general, speakers with lower L2 proficiency differed in their speech motor control and performance from speakers with higher L2 proficiency. Speakers with higher L2 proficiency generally had less speech movement variability, shorter phrase durations, greater maximum speeds, and greater ranges of movement. In addition, lexicality and syntactic complexity affected speech motor control and performance. L2 proficiency, lexicality, and syntactic complexity influence speech motor control and performance in adult L2 learners. Information about relationships between speech motor control, language proficiency, and cognitive-linguistic demands may be used to assess and treat bilingual clients and language learners.

  20. The assessment of Bruininks-Oseretsky test of motor proficiency in children.

    Science.gov (United States)

    Düger, T; Bumin, G; Uyanik, M; Aki, E; Kayihan, H

    1999-01-01

    The primary objective is to research the relationship between motor abilities and demographic characteristics such as age and sex, in healthy children aged 4-11 years. One hundred and twenty children in kindergarten (n = 30) and primary school (n = 90) were included in the study and evaluated by the Occupational Therapy Unit. All children were divided into four groups according to age, 4-5, 6-7, 8-9 and 10-11 years. The primary school children were classified according to academic learning, being successful or unsuccessful. In this study, Bruininks-Oseretsky test of motor proficiency was used to assess the gross motor skills and fine motor skills. These tests are running speed and agility (subtest 1/item 1), balance/walking forward heel-to-toe on walking line (subtest 2/item 6), bilateral coordination/tapping-foot and finger on same side synchronized (subtest 3/item 2), strength/standing broad jump (subtest 4/item 1), response speed (subtest 6/item 1), visual motor control/cutting out a circle with preferred hand (subtest 7/item 1), upper-limb speed and dexterity/pacing pennies in two boxes with both hands (subtest 8/item 2). When the children were classified according to sex, there were significant differences in subtests 6 and 7. According to academic learning, there were significant differences in subtests 2 and 8. When the results were evaluated due to age, important differences were found in subtests 1, 2, 4 and 8. It was seen that gross and fine motor skills in early childhood showed variety between age, sex and academic learning. The scores of motor abilities were better in successful children than unsuccessful children. The outcome of this study revealed that the Bruininks-Oseretsky test can be useful to investigate unexplored aspects of motor development.

  1. Formative Assessment of Writing in English as a Foreign Language

    Science.gov (United States)

    Burner, Tony

    2016-01-01

    Recognizing the importance of formative assessment, this mixed-methods study investigates how four teachers and 100 students respond to the new emphasis on formative assessment in English as a foreign language (EFL) writing classes in Norway. While previous studies have examined formative assessment in oral classroom interactions and focused on…

  2. Linguistic Proficiency Assessment in Second Language Acquisition Research: The Elicited Imitation Task

    Science.gov (United States)

    Gaillard, Stéphanie; Tremblay, Annie

    2016-01-01

    This study investigated the elicited imitation task (EIT) as a tool for measuring linguistic proficiency in a second/foreign (L2) language, focusing on French. Nonnative French speakers (n = 94) and native French speakers (n = 6) completed an EIT that included 50 sentences varying in length and complexity. Three raters evaluated productions on…

  3. Performance-Based Task Assessment of Higher-Order Proficiencies in Redesigned STEM High Schools

    Science.gov (United States)

    Ernst, Jeremy V.; Glennie, Elizabeth; Li, Songze

    2017-01-01

    This study explored student abilities in applying conceptual knowledge when presented with structured performance tasks. Specifically, the study gauged proficiency in higher-order applications of students enrolled in earth and environmental science or biology. The student sample was drawn from a Redesigned STEM high school model where a tested…

  4. Using L1 in Teaching Vocabulary to Low English Proficiency Level Students: A Case Study at the National University of Laos

    Science.gov (United States)

    Latsanyphone, Soulignavong; Bouangeune, Souvannasy

    2009-01-01

    Many English professionals do not seem to pay much attention to the use of L1 in English language classrooms, based on the tenets that English should be taught in English to expose the learners to English which would enhance their knowledge of English and accelerate their learning. While research findings have been inconsistent in relation to this…

  5. Assessing oral proficiency in computer-assisted foreign language learning: A study in the context of teletandem interactions

    Directory of Open Access Journals (Sweden)

    Douglas Altamiro CONSOLO

    2015-12-01

    Full Text Available ABSTRACT An innovative aspect in the area of language assessment has been to evaluate oral language proficiency in distant interactions by means of computers. In this paper, we present the results of a qualitative research study that aimed at analyzing features of language spoken in a computer-aided learning and teaching context, which is constituted by teletandem interactions. The data were collected in the scope of the Teletandem Brazil project by means of interviews, audio and video recordings of online interactions, questionnaires and field notes. The results offer contributions for the areas of assessment, teacher education and teaching Portuguese for foreigners.

  6. Relationship between Language Proficiency and Growth during Reading Interventions

    Science.gov (United States)

    Burns, Matthew K.; Frederick, Amy; Helman, Lori; Pulles, Sandra M.; McComas, Jennifer J.; Aguilar, Lisa

    2017-01-01

    Many English language learners (ELLs) experience difficulties with basic English reading due in part to low language proficiency. The authors examined the relationship between English language proficiency and growth during reading interventions for ELLs. A total of 201 second- and third-grade students with a variety of home languages participated.…

  7. Predictive validity of the post-enrolment English language assessment tool for commencing undergraduate nursing students.

    Science.gov (United States)

    Glew, Paul J; Hillege, Sharon P; Salamonson, Yenna; Dixon, Kathleen; Good, Anthony; Lombardo, Lien

    2015-12-01

    Nursing students with English as an additional language (EAL) may underperform academically. The post-enrolment English language assessment (PELA) is used in literacy support, but its predictive validity in identifying those at risk of underperformance remains unknown. To validate a PELA, as a predictor of academic performance. Prospective survey design. The study was conducted at a university located in culturally and linguistically diverse areas of western Sydney, Australia. Commencing undergraduate nursing students who were Australian-born (n=1323, 49.6%) and born outside of Australia (n=1346, 50.4%) were recruited for this study. The 2669 (67% of 3957) participants provided consent and completed a first year nursing unit that focussed on developing literacy skills. Between 2010 and 2013, commencing students completed the PELA and English language acculturation scale (ELAS), a previously validated instrument. The grading levels of the PELA tool were: Level 1 (proficient), Level 2 (borderline), and Level 3 (poor, and requiring additional support). Participants with a PELA Level 2 or 3 were more likely to be: a) non-Australian-born (χ(2): 520.6, df: 2, planguage other than English at home (χ(2): 490.2, df: 2, passessment (χ(2): 40.2, df: 2, p<0.001); ii) final unit mark (χ(2): 218.6, df: 2, p<0.001), and attain a higher GPA (χ(2): 100.8, df: 2, p<0.001). The PELA is a useful screening tool in identifying commencing nursing students who are at risk of academic underachievement. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

  8. Dynamic assessment of narrative ability in English accurately identifies language impairment in English language learners.

    Science.gov (United States)

    Peña, Elizabeth D; Gillam, Ronald B; Bedore, Lisa M

    2014-12-01

    To assess the identification accuracy of dynamic assessment (DA) of narrative ability in English for children learning English as a 2nd language. A DA task was administered to 54 children: 18 Spanish-English-speaking children with language impairment (LI); 18 age-, sex-, IQ- and language experience-matched typical control children; and an additional 18 age- and language experience-matched comparison children. A variety of quantitative and qualitative measures were collected in the pretest phase, the mediation phase, and the posttest phase of the study. Exploratory discriminant analysis was used to determine the set of measures that best differentiated among this group of children with and without LI. A combination of examiner ratings of modifiability (compliance, metacognition, and task orientation), DA story scores (setting, dialogue, and complexity of vocabulary), and ungrammaticality (derived from the posttest narrative sample) classified children with 80.6% to 97.2% accuracy. DA conducted in English provides a systematic means for measuring learning processes and learning outcomes, resulting in a clinically useful procedure for identifying LIs in bilingual children who are in the process of learning English as a second language.

  9. A comparison of proficiency levels in 4-year-old monolingual and trilingual speakers of Afrikaans, isiXhosa and South African English across SES boundaries, using LITMUS-CLT.

    Science.gov (United States)

    Perold Potgieter, Anneke; Southwood, Frenette

    2016-01-01

    This study investigated how trilinguals fare on the cross-linguistic lexical tasks (CLT)-Afrikaans, -isiXhosa and -South African English (SAE) (cf. Haman et al., 2015) compared to monolingual controls, and whether the CLT-Afrikaans renders comparable results across socioeconomic status (SES) backgrounds. The LITMUS-CLTs were administered to 41 low SES 4-year-olds (11 trilinguals; 10 monolingual speakers of Afrikaans, isiXhosa and SAE) and the LITMUS-CLT-Afrikaans to 11 mid-SES 4-year-old monolinguals. Results (a) indicate that trilinguals' proficiency in their exposure-dominant language did not differ significantly from monolinguals' proficiency, but their proficiency in their additional two languages was significantly lower than monolinguals' proficiency; (b) reflect the extent, but not current amount, of exposure trilinguals had had over time to each of their languages; and (c) show that low and mid-SES monolinguals differed significantly on noun-related, but not verb-related, CLT measures. Possible reasons for and the clinical implications of these results are discussed.

  10. Re-examining text difficulty through automated textual analysis tools and readers’ beliefs: the case of the Greek State Certificate of English Language Proficiency exam

    Directory of Open Access Journals (Sweden)

    Jenny Liontou

    2012-02-01

    Full Text Available This article reports on an exploratory study that aimed at describing and comparing a range of linguistic features that characterize the reading texts used at the B2 and C1 level of the Greek State Certificate of English Language Proficiency exam (KPG1. Its ultimate purpose was to explore the contribution of such features to perceived text difficulty while at the same time examining the relationship between strategy use and test-takers’ perceived level of reading comprehension difficulty reported in 7,250 questionnaires. Text analysis revealed significant differences between B2 and C1 reading texts for a specific number of text features such as word, paragraph and text length, readability indices, levels of word frequency and presence of words with rich conceptual content. A significant correlation was also found between B2 test-takers’ perception of reading module difficulty and specific text features i.e. lexical diversity, abstract words, positive additive connectives and anaphoric references between adjacent sentences. With regard to C1 test-takers, data analysis showed that two specific text variables i.e. positive logical connectives and argument overlap, correlated significantly with readers’ perception of reading module difficulty. Finally, problem-solving reading strategies such as rereading the text, guessing the meaning of unknown words and translating in mother tongue were found to correlate significantly with perceived text difficulty, whereas support-type reading strategies such as underlining or selectively reading parts of the text were less often employed regardless KPG test-takers’ perception of text difficulty. The findings of this study could help both EFL teachers and test designers gain valuable knowledge regarding EFL learners’ reading habits and also become more alert to the difficulty specific text features impose on the latter.

  11. Limited English proficiency as a barrier to mental health service use: a study of Latino and Asian immigrants with psychiatric disorders.

    Science.gov (United States)

    Kim, Giyeon; Aguado Loi, Claudia X; Chiriboga, David A; Jang, Yuri; Parmelee, Patricia; Allen, Rebecca S

    2011-01-01

    Language barriers pose problems in mental health care for foreign-born individuals in the United States. Immigrants with psychiatric disorders may be at particular risk but are currently understudied. The purpose of this study was to examine the effect of limited English proficiency (LEP) on mental health service use among immigrant adults with psychiatric disorders. Drawn from the National Latino and Asian American Study (NLAAS), Latino and Asian immigrant adults aged 18-86 with any instrument-determined mood, anxiety, and substance use disorder (n = 372) were included in the present analysis. Results from hierarchical logistic regression analyses showed that having health insurance, poor self-rated mental health, and more psychiatric disorders were independently associated with higher probability of mental health service use in the Latino group. After controlling for all background characteristics and mental health need factors, LEP significantly decreased odds of mental health service use among Latino immigrants. None of the factors including LEP predicted mental health service use among Asian immigrants, who were also the least likely to access such services. LEP was a barrier to mental health service use among Latino immigrants with psychiatric disorders. This study suggests that future approaches to interventions might be well advised to include not only enhancing the availability of bilingual service providers and interpretation services but also increasing awareness of such options for at least Latino immigrants. In addition, further investigation is needed to identify factors that can enhance access to mental health care services among Asians. Copyright © 2010 Elsevier Ltd. All rights reserved.

  12. An Inquiry into the Efficiency of WhatsApp for Self- and Peer-Assessments of Oral Language Proficiency

    Science.gov (United States)

    Samaie, Mahmoud; Mansouri Nejad, Ali; Qaracholloo, Mahmoud

    2018-01-01

    Social networking applications such as WhatsApp have been extensively used for language research; however, they have rarely been applied for language assessment purposes. To explore the efficiency of WhatsApp for assessment purposes, 30 Iranian English learners doing self- and peer-assessments on WhatsApp are studied. The changes and the reasons…

  13. Assessing English Vocabulary and Enhancing Young English as a Foreign Language (EFL) Learners' Motivation through Games, Songs, and Stories

    Science.gov (United States)

    Chou, Mu-hsuan

    2014-01-01

    In Taiwan, English was only officially taught at the secondary and tertiary levels before 2001. Since 2001, English courses have been formally incorporated into the curriculum in primary schools. Research on teaching and assessing English in primary school education is relatively new compared with research on other levels of education in Taiwan.…

  14. Perceived sports competence mediates the relationship between childhood motor skill proficiency and adolescent physical activity and fitness: a longitudinal assessment

    Directory of Open Access Journals (Sweden)

    van Beurden Eric

    2008-08-01

    Full Text Available Abstract Background The purpose of this paper was to investigate whether perceived sports competence mediates the relationship between childhood motor skill proficiency and subsequent adolescent physical activity and fitness. Methods In 2000, children's motor skill proficiency was assessed as part of a school-based physical activity intervention. In 2006/07, participants were followed up as part of the Physical Activity and Skills Study and completed assessments for perceived sports competence (Physical Self-Perception Profile, physical activity (Adolescent Physical Activity Recall Questionnaire and cardiorespiratory fitness (Multistage Fitness Test. Structural equation modelling techniques were used to determine whether perceived sports competence mediated between childhood object control skill proficiency (composite score of kick, catch and overhand throw, and subsequent adolescent self-reported time in moderate-to-vigorous physical activity and cardiorespiratory fitness. Results Of 928 original intervention participants, 481 were located in 28 schools and 276 (57% were assessed with at least one follow-up measure. Slightly more than half were female (52.4% with a mean age of 16.4 years (range 14.2 to 18.3 yrs. Relevant assessments were completed by 250 (90.6% students for the Physical Activity Model and 227 (82.3% for the Fitness Model. Both hypothesised mediation models had a good fit to the observed data, with the Physical Activity Model accounting for 18% (R2 = 0.18 of physical activity variance and the Fitness Model accounting for 30% (R2 = 0.30 of fitness variance. Sex did not act as a moderator in either model. Conclusion Developing a high perceived sports competence through object control skill development in childhood is important for both boys and girls in determining adolescent physical activity participation and fitness. Our findings highlight the need for interventions to target and improve the perceived sports competence of youth.

  15. Valid, Reliable, and Appropriate Assessments for Adult English Language Learners

    Science.gov (United States)

    Kenyon, Dorry; Van Duzer, Carol

    2003-01-01

    Ensuring that language tests for adult English language learners are appropriate, valid, and reliable is a challenge. Performance-based assessments are complex to develop and implement. Yet, because the focus of assessment, both in the National Reporting System for Adult Education (NRS) descriptors and in the Department of Education's definition…

  16. Harnessing Technology to Assess Oral Communication in Business English

    Science.gov (United States)

    Levy, Tal; Gertler, Hedy

    2015-01-01

    Assessing oral skills in relatively large Business English classes seems a most formidable task for any teacher. How does one make sure to get multiple and valid assessments of each student? This action research paper provides supporting evidence for the correlation between the use of technology and students' engagement. This was achieved by…

  17. Classroom Assessment Practices of English Language Instructors

    Science.gov (United States)

    Özdemir-Yilmazer, Meryem; Özkan, Yonca

    2017-01-01

    Assessment of students is an essential part of instruction in both teaching and learning. With the recognition of alternative assessment methods, classroom assessment has gained attention focusing on learning of students. However, high-stakes testing turns classroom assessment into teachers' high stakes decisions, ignoring the development of…

  18. "If I write like a scientist, then soy un cientifico": Differentiated Writing Supports and the Effects on Fourth-Grade English Proficient Students' and English Language Learners' Science Content Knowledge and Explanatory Writing About Magnetism and Electricity

    Science.gov (United States)

    Lichon, Kathryn A.

    The purpose of this pre-post quasi-experimental dissertation was to investigate the effects of differentiated writing supports on English Proficient Students' (EPSs) and English Language Learners' (ELLs) science content knowledge and explanatory writing about magnetism and electricity. Eighty-seven fourth-grade students (EPSs = 35; ELLs = 52) were randomly assigned to two groups based on two differentiated writing: guided questions ( n = 43) or targeted writing frames (n = 44). In the guided questions condition, students completed four question sets after a science investigation, and in the targeted writing frames condition, students completed the same four question sets, but with explicit support for vocabulary, transitions, and relational language in the form of if-then statements. Over the course of the four week intervention, students completed a total of nine writing tasks, and were pretested and posttested on six variables: magnetism and electricity content knowledge test, explanatory writing task, total number of words written, total number of sentences written, number of if-then statements, and number of content-based vocabulary words. Results indicate that EPSs and ELLs in both writing conditions improved significantly from pretest to posttest on six content and explanatory writing variables, with statistically significant gain scores occurring for the magnetism and electricity content knowledge test in which the targeted writing frames condition had a larger rate of gain. ANCOVA results indicated that in comparing writing conditions, a statistically significant difference was found for magnetism and electricity content knowledge posttests, when controlling for pretests. No statistically significant effects for language classification on the six variables were found when controlling for pretest scores. Interaction effects between writing condition and language classification were statistically significantly different for the interaction effect found on if

  19. The Effects of English Vocabulary Mastery on Geometry Achievement

    Science.gov (United States)

    Rockhold, Jonas

    2013-01-01

    This study examines socioeconomic status (SES), English language proficiency (ELP), vocabulary proficiency (VP), and math proficiency (MP) of students to determine if SES, as determined by the Free and Reduced Lunch Program (FRL), as well as English language proficiency (ELP) and vocabulary proficiency (VP), as measured by CELLA scale scores and…

  20. The Empirical Assessment of English for Specific Business Purpose (ESBP) among Export Development Bank of Iran (EDBI) Staff

    Science.gov (United States)

    Moazzen, Ahmad; Hashemi, Akram

    2015-01-01

    The present study has been conducted with the purpose of exploring the relationship between EDBI staff's General English proficiency and their technical English Writing as well as the way each ESBP and GE courses affect their writing skill. The kind of the study is quasi-experimental with pre-test and post-test, being conducted among EDBI staff in…

  1. Measuring receptive collocational competence across proficiency ...

    African Journals Online (AJOL)

    The present study investigates (i) English as Foreign Language (EFL) learners' receptive collocational knowledge growth in relation to their linguistic proficiency level; (ii) how much receptive collocational knowledge is acquired as linguistic proficiency develops; and (iii) the extent to which receptive knowledge of ...

  2. Creating a Safe, High-Quality Healthcare System for All: Meeting the Needs of Limited English Proficient Populations; Comment on “Patient Safety and Healthcare Quality: The Case for Language Access”

    Directory of Open Access Journals (Sweden)

    Joseph R. Betancourt

    2014-02-01

    Full Text Available The article by Cheri Wilson, “Patient Safety and Healthcare Quality: The Case for Language Access”, highlights 
the challenges of providing Culturally and Linguistically Appropriate Services (CLAS to patients with 
Limited English Proficiency (LEP. As the US pursues high-value, high-performance healthcare, our ability 
to meet the needs of our most vulnerable will determine whether we succeed or fail in the long run. With the 
implementation of the Affordable Care Act (ACA, this is more important than ever before, as it is estimated 
that the newly insured are more likely to be minority and less likely to speak English than their currently 
insured counterparts. As such, we must create a safe, high-quality healthcare system for all, especially in this 
time of incredible healthcare transformation and unprecedented diversity. Improving Patient Safety Systems for 
Patients With Limited English Proficiency: A Guide for Hospitals provides a blueprint for achieving this goal, 
and Massachusetts General Hospital (MGH is taking action.

  3. English Language Learners and Response to Intervention: Referral Considerations

    Science.gov (United States)

    Rinaldi, Claudia; Samson, Jennifer

    2008-01-01

    The most salient difficulty in assessing English language learner (ELL) students who exhibit academic difficulties is identifying whether the problem is one of English proficiency or of a learning disability. In many cases, the symptoms are shared and difficult to disentangle, but obtaining a comprehensive picture of the child is vital for…

  4. Equitable Written Assessments for English Language Learners: How Scaffolding Helps

    Science.gov (United States)

    Siegel, Marcelle A.; Menon, Deepika; Sinha, Somnath; Promyod, Nattida; Wissehr, Cathy; Halverson, Kristy L.

    2014-10-01

    This study investigated the effects of the use of scaffolds in written classroom assessments through the voices of both native English speakers and English language learners from two middle schools. Students responded to assessment tasks in writing, by speaking aloud using think aloud protocols, and by reflecting in a post-assessment interview. The classroom assessment tasks were designed to engage students in scientific sense making and multifaceted language use, as recommended by the Next Generation Science Standards. Data analyses showed that both groups benefitted from the use of scaffolds. The findings revealed specific ways that modifications were supportive in helping students to comprehend, visualize and organize thinking, and elicit responses. This study offers a model for both sensitizing teachers and strengthening their strategies for scaffolding assessments equitably.

  5. Appropriate assessment of English language competency for South ...

    African Journals Online (AJOL)

    The initial research question is why scores in locally made English tests for teachersin- training in South Africa did not correlate with their scores in APTIS, the new computerised tests offered by the British Council and calibrated to the CEFR, the international standards for language assessment based on the communicative ...

  6. Large-Scale Assessment and English Language Learners with Disabilities

    Science.gov (United States)

    Liu, Kristin K.; Ward, Jenna M.; Thurlow, Martha L.; Christensen, Laurene L.

    2017-01-01

    This article highlights a set of principles and guidelines, developed by a diverse group of specialists in the field, for appropriately including English language learners (ELLs) with disabilities in large-scale assessments. ELLs with disabilities make up roughly 9% of the rapidly increasing ELL population nationwide. In spite of the small overall…

  7. Creation of a Novel Digital Rectal Examination Evaluation Instrument to Teach and Assess Prostate Examination Proficiency.

    Science.gov (United States)

    Clements, Matthew B; Schmidt, Karen M; Canfield, Steven E; Gilbert, Scott M; Khandelwal, Shiv R; Koontz, Bridget F; Lallas, Costas D; Liauw, Stanley; Nguyen, Paul L; Showalter, Timothy N; Trabulsi, Edouard J; Cathro, Helen P; Schenkman, Noah S; Krupski, Tracey L

    2017-09-08

    To create a validated tool to measure digital rectal examination proficiency and aid with teaching of the examination. The Digital Rectal Examination Clinical Tool was created using a modified Delphi method with 5 urologists and 5 radiation oncologists. The instrument was then validated in a population of preclinical medical students examining male urological teaching associates, and clinical trainees (third- and fourth-year medical students and urology resident physicians) examining prospectively enrolled subjects. Trainees completed paired examinations with an attending urologist, and responses were scored with reference to the attending responses. The instrument was validated at the University of Virginia in the urology clinic, endoscopic operating room, and main operating room settings. We tested the instrument on consenting subjects consisting of male urologic teaching associates (n = 12), clinic patients (n = 4), and operating room patients (n = 64). The participants were undergraduate (n = 302) and graduate (n = 9) medical trainees. In preclerkship trainees, improved scores in subjects without abnormal compared to those with abnormal findings demonstrated validity. In clinical trainees, scores on the Digital Rectal Examination Clinical Tool increased by 2% for each additional year of training, demonstrating construct validity. We used an expert panel to create a novel instrument for measuring digital rectal examination proficiency and validated it with preclinical and clinical trainee cohorts at our institution. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  8. Deaf College Students' Mathematical Skills Relative to Morphological Knowledge, Reading Level, and Language Proficiency

    Science.gov (United States)

    Kelly, Ronald R.; Gaustad, Martha G.

    2007-01-01

    This study of deaf college students examined specific relationships between their mathematics performance and their assessed skills in reading, language, and English morphology. Simple regression analyses showed that deaf college students' language proficiency scores, reading grade level, and morphological knowledge regarding word segmentation and…

  9. PROPOSING A LANGUAGE EXPERIENCE AND SELF-ASSESSMENT OF PROFICIENCY QUESTIONNAIRE FOR BILINGUAL BRAZILIAN SIGN LANGUAGE/PORTUGUESE HEARING TEACHERS

    Directory of Open Access Journals (Sweden)

    Ingrid FINGER

    2014-12-01

    Full Text Available This article presents a language experience and self-assessment of proficiency questionnaire for hearing teachers who use Brazilian Sign Language and Portuguese in their teaching practice. By focusing on hearing teachers who work in Deaf education contexts, this questionnaire is presented as a tool that may complement the assessment of linguistic skills of hearing teachers. This proposal takes into account important factors in bilingualism studies such as the importance of knowing the participant’s context with respect to family, professional and social background (KAUFMANN, 2010. This work uses as model the following questionnaires: LEAP-Q (MARIAN; BLUMENFELD; KAUSHANSKAYA, 2007, SLSCO – Sign Language Skills Classroom Observation (REEVES et al., 2000 and the Language Attitude Questionnaire (KAUFMANN, 2010, taking into consideration the different kinds of exposure to Brazilian Sign Language. The questionnaire is designed for bilingual bimodal hearing teachers who work in bilingual schools for the Deaf or who work in the specialized educational department who assistdeaf students.

  10. Assessing Instructional Effects of Proficiency-Level EFL Pronunciation Teaching under a Connected Speech-Based Approach

    Science.gov (United States)

    Euler, Sasha S.

    2014-01-01

    This article discusses the assessment of pronunciation instruction under a new approach to pronunciation teaching centered on the role of connected speech in the prosodic system of English. It also offers a detailed discussion of various empirical problems in teaching-oriented L2 pronunciation research and suggests ways of addressing them in…

  11. A Study of Students’ Assessment in Writing Skills of the English Language

    Directory of Open Access Journals (Sweden)

    Muhammad Javed

    2013-07-01

    Full Text Available This paper addresses to evaluate and assess the students’ competency in writing skills at Secondary school level in the English Language focusing five major content areas: word completion, sentence making/syntax, comprehension, tenses/ grammar and handwriting. The target population was the male and female students of grade 10 of urban and rural Secondary schools from public and private sector. Forty (40 Secondary schools of District Bahawalnagar, Pakistan were taken using stratified sampling. A sample consisting of 440 students (11students from each school was randomly selected using a table of random numbers. An achievement test consisting of different items was developed to assess the students’ competency and capability in sub-skills of writing such as word completion, sentence making/syntax, comprehension, tenses/grammar and handwriting. Mean score and standard deviation were used to analyze the students’ proficiency in each sub-skill. The t-test was applied to make the comparison on the bases of gender, density and public and private sector. The overall performance of all the students was better in comprehension as compared to other sub-skills namely word completion, sentence making/syntax, tenses/grammar and handwriting. The analysis, based on t-value, revealed no significant difference between the performance of male and female students and the students of public and private schools, whereas there was a significant difference between the performance of urban and rural students.

  12. Production of Lexical Stress in Non-Native Speakers of American English: Kinematic Correlates of Stress and Transfer

    Science.gov (United States)

    Chakraborty, Rahul; Goffman, Lisa

    2011-01-01

    Purpose: To assess the influence of second language (L2) proficiency on production characteristics of rhythmic sequences in the L1 (Bengali) and L2 (English), with emphasis on linguistic transfer. One goal was to examine, using kinematic evidence, how L2 proficiency influences the production of iambic and trochaic words, focusing on temporal and…

  13. Objective Assessment of Knot-Tying Proficiency With the Fundamentals of Arthroscopic Surgery Training Program Workstation and Knot Tester.

    Science.gov (United States)

    Pedowitz, Robert A; Nicandri, Gregg T; Angelo, Richard L; Ryu, Richard K N; Gallagher, Anthony G

    2015-10-01

    To assess a new method for biomechanical assessment of arthroscopic knots and to establish proficiency benchmarks using the Fundamentals of Arthroscopic Surgery Training (FAST) Program workstation and knot tester. The first study group included 20 faculty at an Arthroscopy Association of North America resident arthroscopy course (19.9 ± 8.25 years in practice). The second group comprised 30 experienced surgeons attending an Arthroscopy Association of North America fall course (17.1 ± 19.3 years in practice). The training group included 44 postgraduate year 4 or 5 orthopaedic residents in a randomized, prospective study of proficiency-based training, with 3 subgroups: group A, standard training (n = 14); group B, workstation practice (n = 14); and group C, proficiency-based progression using the knot tester (n = 16). Each subject tied 5 arthroscopic knots backed up by 3 reversed hitches on alternating posts. Knots were tied under video control around a metal mandrel through a cannula within an opaque dome (FAST workstation). Each suture loop was stressed statically at 15 lb for 15 seconds. A calibrated sizer measured loop expansion. Knot failure was defined as 3 mm of loop expansion or greater. In the faculty group, 24% of knots "failed" under load. Performance was inconsistent: 12 faculty had all knots pass, whereas 2 had all knots fail. In the second group of practicing surgeons, 21% of the knots failed under load. Overall, 56 of 250 knots (22%) tied by experienced surgeons failed. For the postgraduate year 4 or 5 residents, the aggregate knot failure rate was 26% for the 220 knots tied. Group C residents had an 11% knot failure rate (half the overall faculty rate, P = .013). The FAST workstation and knot tester offer a simple and reproducible educational approach for enhancement of arthroscopic knot-tying skills. Our data suggest that there is significant room for improvement in the quality and consistency of these important arthroscopic skills, even for

  14. English Language Teachers’ Ideology of ELT Assessment Literacy

    Directory of Open Access Journals (Sweden)

    Badia Hakim

    2015-10-01

    Full Text Available Deep understanding, clear perception and accurate use of assessment methodology play an integral role in the success of a language program. Use of various assessment techniques to evaluate and improve the performance of learners has been the focal point of interest in the field of English Language Teaching (ELT. Equally researchers are interested in evaluating teachers’ awareness and improved performance in relation to the learners’ performance. The current study was designed to investigate the teachers’ awareness level and way of practicing the assessment tools for the better learning of the students in the English Language Institute (ELI, King Abdulaziz University. The research was based on the perceptions and feedback of 30 female language instructors from 5 different nationalities with varying qualifications and ELT experience working at ELI. Quantitative method was followed. A questionnaire was developed by the researcher was administered to the instructors. Descriptive statistics was used to analyze the data. The results revealed that all the participants had a clear knowledge about the use of assessment tools. It was also found that the teachers’ perceptions about assessment tools are least affected by their span of teaching experience. Another noteworthy finding was the poor practicing techniques of the instructors who were well aware of the assessment techniques. Keywords: KAU – ELI, Language Assessment Literacy (LAL, Assessment Literacy Program (ALP

  15. Readability index as a design criterion for elicited imitation tasks in automatic oral proficiency assessment

    CSIR Research Space (South Africa)

    De Wet, Febe

    2011-08-01

    Full Text Available with vocabulary and gram- matical structures for successful repetition [5]. Since most of the participants in this study are advanced users of English, the vocabulary was controlled by focusing on educational settings with which participants would be familiar... words but no coherence?, where no chunking took place at all. The raters were not provided with the numerical values in- dicated in Figure 1. These were used only to quantify the ratings for subsequent correlation with machine scores. 5. ASR system...

  16. Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty.

    Science.gov (United States)

    Winsler, Adam; Kim, Yoon Kyong; Richard, Erin R

    2014-09-01

    This article analyzes the role that individual differences in children's cognitive, Spanish competence, and socio-emotional and behavioral skills play in predicting the concurrent and longitudinal acquisition of English among a large sample of ethnically diverse, low-income, Hispanic preschool children. Participants assessed at age 4 for language, cognitive, socio-emotional, and behavioral skills were followed through kindergarten. Multivariate analyses demonstrated that Spanish-speaking preschoolers with greater initiative, self-control, and attachment and fewer behavior problems at age 4 were more successful in obtaining English proficiency by the end of kindergarten compared to those initially weaker in these skills, even after controlling for cognitive/language skills and demographic variables. Also, greater facility in Spanish at age 4 predicted the attainment of English proficiency. Social and behavioral skills and proficiency in Spanish are valuable resources for low-income English language learners during their transition to school.

  17. LAS Language Arts Supplement, English. Revised Edition.

    Science.gov (United States)

    DeAvila, Edward A.; Duncan, Sharon E.

    This collection of over 100 games and activities is intended to increase oral proficiency among Spanish-speaking children without requiring reading skills. The collection grew out of the desire to provide remedies for specific linguistic weaknesses in English as identified by the Language Assessment Scales (LAS). Because tongue twisters, riddles…

  18. The Effectiveness of Diagnostic Assessment on the Development of Turkish Language Learners’ Narrative Skills as an Oral Proficiency Interview (OPI Task

    Directory of Open Access Journals (Sweden)

    Anjel Tozcu

    2016-07-01

    Full Text Available This study investigated the effectiveness of diagnostic assessment on improving students’ proficiency in narrating past events, an Oral Proficiency Interview (OPI Level 2 task. It found that students who were given a personalized learning plan subsequent to the diagnostic assessment interview significantly improved their proficiency in basic sentence structures than those in a control group. They used a significantly larger number of cohesive devices as compared to the control group and exhibited significantly increased accuracy in using cohesive devices than a control group. The students in the treatment group worked on the recommended activities based on the data gathered during the diagnostic assessment interview and the pre-interview questionnaires, i.e., the E & L, MBTI, and Barsch. The students in the control group spent the same amount of time reading narrations, doing comprehension exercise,s and following standard teacher feedback for improvement. Although both groups showed increases in accurate use of cohesive devices and proficiency in basic sentence structures, the treatment students showed significantly greater gains than the control students.

  19. Language proficiency and nursing registration.

    Science.gov (United States)

    Müller, Amanda

    2016-02-01

    This discussion paper focuses on English proficiency standards for nursing registration in Australia, how Australia has dealt with the issue of language proficiency, and the factors which have led to the establishment of the current language standards. Also, this paper will provide a comparison of the two language tests that are currently accepted in Australia (OET and IELTS), including the appropriateness of these tests and the minimum standards used. The paper will also examine the use of educational background as an indicator of language proficiency. Finally, communication-based complaints in the post-registration environment will be explored, and some discussion will be provided about why pre-registration measures might have failed to prevent such problematic situations from occurring. Copyright © 2015 Elsevier Ltd. All rights reserved.

  20. Are We There Yet? Using Rubrics to Support Progress toward Proficiency and Model Formative Assessment

    Science.gov (United States)

    Kinne, Lenore J.; Hasenbank, Jon F.; Coffey, David

    2014-01-01

    Classroom assessment, especially formative assessment, is one of the most challenging areas for new teachers, so it is imperative that teacher educators model effective classroom assessment practices. This article describes the use of rubrics in formative assessment, to support candidates in their progress toward mastery of course outcomes and to…

  1. Interpreting at the End of Life: A Systematic Review of the Impact of Interpreters on the Delivery of Palliative Care Services to Cancer Patients with Limited English Proficiency

    Science.gov (United States)

    Silva, Milagros D.; Genoff, Margaux; Zaballa, Alexandra; Jewell, Sarah; Stabler, Stacy; Gany, Francesca M.; Diamond, Lisa C.

    2016-01-01

    Context Language barriers can influence the health quality and outcomes of Limited English Poficiency (LEP) patients at end of life, including symptom assessment and utilization of hospice services. Objective To determine how professional medical interpreters influence the delivery of palliative care services to LEP patients. Methods We conducted a systematic review of the literature in all available languages of six databases from 1966 to 2014. Studies evaluated use of language services for LEP patients who received palliative care services. Data were abstracted from ten articles and collected on study design, size, comparison groups, outcomes and interpreter characteristics. Results Six qualitative and four quantitative studies assessed the use of interpreters in palliative care. All studies found that the quality of care provided to LEP patients receiving palliative services is influenced by the type of interpreter used. When professional interpreters were not used, LEP patients and families had inadequate understanding about diagnosis and prognosis during goals of care conversations, and patients had worse symptom management at the end of life, including pain and anxiety. Half of the studies concluded that professional interpreters were not utilized adequately and several suggested that pre-meetings between clinicians and interpreters were important to discuss topics and terminology to be used during goals of care discussions. Conclusion LEP patients had worse quality of end-of-life care and goals of care discussions when professional interpreters were not used. More intervention studies are needed to improve the quality of care provided to LEP patients and families receiving palliative services. PMID:26549596

  2. Better Serving the Needs of Limited English Proficient (LEP) Students in the Mainstream Classroom: Examining the Impact of an Inquiry-Based Hybrid Professional Development Program

    Science.gov (United States)

    Hutchinson, Mary; Hadjioannou, Xenia

    2011-01-01

    In this study, the authors examine the impact of an English as a second language (ESL) professional development offering designed to meet this challenge: the Modular Design for English Language Learners (MODELL) instruction program. The authors were part of a team of faculty that designed and developed this hybrid professional development program…

  3. Generation of dried tube specimen for HIV-1 viral load proficiency test panels: a cost-effective alternative for external quality assessment programs.

    Science.gov (United States)

    Ramos, Artur; Nguyen, Shon; Garcia, Albert; Subbarao, Shambavi; Nkengasong, John N; Ellenberger, Dennis

    2013-03-01

    Participation in external quality assessment programs is critical to ensure quality clinical laboratory testing. Commercially available proficiency test panels for HIV-1 virus load testing that are used commonly in external quality assessment programs remain a financial obstacle to resource-limited countries. Maintaining cold-chain transportation largely contributes to the cost of traditional liquid proficiency test panels. Therefore, we developed and evaluated a proficiency test panel using dried tube specimens that can be shipped and stored at ambient temperature. This dried tube specimens panel consisted of 20 μl aliquots of a HIV-1 stock that were added to 2 ml tubes and left uncapped for drying, as a preservation method. The stability of dried tube specimens at concentrations ranging from 10² to 10⁶·⁵ RNA copies/ml was tested at different temperatures over time, showing no viral load reduction at 37 °C and a decrease in viral load smaller than 0.5 Log₁₀ at 45 °C for up to eight weeks when compared to initial results. Eight cycles of freezing-thawing had no effect on the stability of the dried tube specimens. Comparable viral load results were observed when dried tube specimen panels were tested on Roche CAPTAQ, Abbott m2000, and Biomerieux easyMAG viral load systems. Preliminary test results of dried proficiency test panels shipped to four African countries at ambient temperature demonstrated a low inter assay variation (SD range: 0.29-0.41 Log₁₀ RNA copies/ml). These results indicated that HIV-1 proficiency test panels generated by this methodology might be an acceptable alternative for laboratories in resource-limited countries to participate in external quality assessment programs. Published by Elsevier B.V.

  4. Exploration of Culturally Proficient Mental Health Assessment and Treatment Practices of Black/African American Clients

    Science.gov (United States)

    Glover, Tina Marie

    2012-01-01

    Changing trends within the mental health system treatment practices demand exploration of the cultural context of assessment and treatment of Black/African Americans. Culturally competent assessments include a realistic integration of historical context. Clinicians counseling Black/African Americans must be prepared to assess and address PTSD,…

  5. Valid, Reliable, and Appropriate Assessments for Adult English Language Learners. ERIC Q & A.

    Science.gov (United States)

    Kenyon, Dorry; Van Duzer, Carol

    This document examines the concepts of validity, reliability, and appropriateness from a language testing perspective as they apply to the following four assessment issues raised by the National Reporting System (NRS): (1) What type of language assessment seems to be required by the NRS: proficiency or achievement?; (2) Knowing that the NRS…

  6. English

    DEFF Research Database (Denmark)

    Phillipson, Robert

    2011-01-01

    have been maintained and intensified since then, as African and Indian scholarship demonstrates. Language plays a key role in education, the World Bank taking over where colonial regimes left off. Anglo-American efforts to maintain global English dominance have intensified since 1945 and are central...... to the present-day world ‘order’, as the postcolonial is subsumed under global empire, assisted by English linguistic neoimperialism. Some scholars who deny the existence of linguistic imperialism are reported on, and the complexity of language policy in European integration is demonstrated. The article......The article exemplifies and presents the characteristics of linguistic imperialism, linguistic capital accumulation following the same pattern as capitalist economic dominance. The text summarizes the way English was established in the colonial period. Many of the mechanisms of linguistic hierarchy...

  7. Testing oral proficiency: what does pronunciation tell us?DOI:10.5007/2175-8026.2011n60p247

    Directory of Open Access Journals (Sweden)

    Vanessa Borges-Almeida

    2011-10-01

    Full Text Available In this study we discuss the role of pronunciation in languagetesting and investigate two features of pronunciation of eightcandidates of the Test of Oral Proficiency in English (TEPOLIalong four bands of the test scale. Deviations in vowel segmentsand in syllable structure are analyzed. The results point to theneed for a global assessment of the candidates’ phonologicalsystems.

  8. Gender Differences in University EFL Students' Language Proficiency Corresponding to Self-Rated Attention, Hyperactivity and Impulsivity

    Science.gov (United States)

    Liang, Hsin-Yi; Kelsen, Brent A.

    2017-01-01

    Introduction: This study examines university students' self-reported inattention, hyperactivity and impulsivity, and their relation to performance on a high-stakes English proficiency test while taking gender into consideration. Method: Inattention, hyperactivity and impulsivity attributes were assessed using the Adult Attention…

  9. Role of Oral Proficiency on Reading Comprehension: Within-Language and Cross-Language Relationships

    Science.gov (United States)

    Uchikoshi, Yuuko; Yang, Lu; Lohr, Brandi; Leung, Genevieve

    2016-01-01

    This longitudinal study examined the role of oral proficiency, as measured with elicited narratives using a wordless picture book, Frog Where are You? (Meyer, 1969/1994), on English reading comprehension with a total of 102 English Language Learners (ELLs), including both Spanish and Cantonese speakers. Narrative samples were collected in the winter of first grade and reading skills were assessed on the same children one year later in second grade. Children were enrolled in either bilingual programs or mainstream programs. Multiple regression results show it was not the quantity and variety of words used in the narratives that predicted English reading comprehension one year later. Instead, the ability to produce a coherent oral narrative, in either the home language or English, explained a small variance in English reading comprehension for both English learner groups. These findings highlight the importance of examining narrative skills, especially as measured by narrative structure. Implications for parents and educators are discussed. PMID:28717774

  10. Preparing Teachers in Italy for CLIL: Reflections on Assessment, Language Proficiency and Willingness to Communicate

    Science.gov (United States)

    Aiello, Jacqueline; Di Martino, Emilia; Di Sabato, Bruna

    2017-01-01

    The purpose of this study is to open a window onto Italian Content and Language Integrated Learning (CLIL) teachers' language competence and the ways it is currently being assessed by presenting a specific case: one testing session of the first batch of future CLIL teachers aimed at assessing their level of competence in a foreign language, in…

  11. The Relationship between Studying Music and Mathematics Performance on the New Jersey High School Proficiency Assessment

    Science.gov (United States)

    Prokop, Kristie L.

    2011-01-01

    On assessments such as Trends in International Mathematics and Science Study (TIMSS) (Stigler & Hiebert, 1999) and Program for International Assessment (PISA) ("PISA 2006 Science Competencies for Tomorrow's World", 2007) students in the United States have not been performing as well in mathematics as students in other countries. In…

  12. Measuring receptive collocational competence across proficiency levels

    Directory of Open Access Journals (Sweden)

    Déogratias Nizonkiza

    2015-12-01

    Full Text Available The present study investigates, (i English as Foreign Language (EFL learners’ receptive collocational knowledge growth in relation to their linguistic proficiency level; (ii how much receptive collocational knowledge is acquired as proficiency develops; and (iii the extent to which receptive knowledge of collocations of EFL learners varies across word frequency bands. A proficiency measure and a collocation test were administered to English majors at the University of Burundi. Results of the study suggest that receptive collocational competence develops alongside EFL learners’ linguistic proficiency; which lends empirical support to Gyllstad (2007, 2009 and Author (2011 among others, who reported similar findings. Furthermore, EFL learners’ collocations growth seems to be quantifiable wherein both linguistic proficiency level and word frequency occupy a crucial role. While more gains in terms of collocations that EFL learners could potentially add as a result of change in proficiency are found at lower levels of proficiency; collocations of words from more frequent word bands seem to be mastered first, and more gains are found at more frequent word bands. These results confirm earlier findings on the non-linearity nature of vocabulary growth (cf. Meara 1996 and the fundamental role played by frequency in word knowledge for vocabulary in general (Nation 1983, 1990, Nation and Beglar 2007, which are extended here to collocations knowledge.

  13. Are Danish doctors comfortable teaching in English?

    DEFF Research Database (Denmark)

    Nilas, Lisbeth; Løkkegaard, Ellen Christine Leth; Laursen, Jacob Brink

    2016-01-01

    Background From 2012–2015, the Departments of Obstetrics and Gynecology and of Pediatrics at the University of Copenhagen conducted a project, “Internationalization at Home ”, offering clinical teaching in English. The project allowed international students to work with Danish speaking students...... in a clinical setting. Using semi-quantitative questionnaires to 89 clinicians about use of English and need for training, this paper considers if Danish clinical doctors are prepared to teach in English. Results The majority self-assessed their English proficiency between seven and eight on a 10 unit visual...... analogue scale, with 10 equivalent to working in Danish, while 15 % rated five or less. However, one-fourth found teaching and writing in English to be twice as difficult than in Danish, and 12 % rated all teaching tasks in English at four or less compared to Danish. The self-assessed need for additional...

  14. Chromosome microarray proficiency testing and analysis of quality metric data trends through an external quality assessment program for Australasian laboratories.

    Science.gov (United States)

    Wright, D C; Adayapalam, N; Bain, N; Bain, S M; Brown, A; Buzzacott, N; Carey, L; Cross, J; Dun, K; Joy, C; McCarthy, C; Moore, S; Murch, A R; O'Malley, F; Parker, E; Watt, J; Wilkin, H; Fagan, K; Pertile, M D; Peters, G B

    2016-10-01

    Chromosome microarrays are an essential tool for investigation of copy number changes in children with congenital anomalies and intellectual deficit. Attempts to standardise microarray testing have focused on establishing technical and clinical quality criteria, however external quality assessment programs are still needed. We report on a microarray proficiency testing program for Australasian laboratories. Quality metrics evaluated included analytical accuracy, result interpretation, report completeness, and laboratory performance data: sample numbers, success and abnormality rate and reporting times. Between 2009 and 2014 nine samples were dispatched with variable results for analytical accuracy (30-100%), correct interpretation (32-96%), and report completeness (30-92%). Laboratory performance data (2007-2014) showed an overall mean success rate of 99.2% and abnormality rate of 23.6%. Reporting times decreased from >90 days to 102 days to quality metrics, however only 'report completeness' and reporting times reached statistical significance. Whether the overall improvement in laboratory performance was due to participation in this program, or from accumulated laboratory experience over time, is not clear. Either way, the outcome is likely to assist referring clinicians and improve patient care. Crown Copyright © 2016. Published by Elsevier B.V. All rights reserved.

  15. Who's Coming to My Party? Peer Talk as a Bridge to Oral Language Proficiency

    Science.gov (United States)

    Farnsworth, Megan

    2012-01-01

    In this ethnographic study, I investigate heterogeneous-language peer interactions in an English-only kindergarten classroom. English Learners and English Proficient students co-created language necessary to build an argument, one discourse valued in schools. Students developed complex oral language proficiency skills but were viewed as engaging…

  16. Using Critical Thinking Drills to Teach and Assess Proficiency in Methodological and Statistical Thinking

    Science.gov (United States)

    Cascio, Ted V.

    2017-01-01

    This study assesses the effectiveness of critical thinking drills (CTDs), a repetitious classroom activity designed to improve methodological and statistical thinking in relation to psychological claims embedded in popular press articles. In each of four separate CTDs, students critically analyzed a brief article reporting a recent psychological…

  17. Assessing the Training and Operational Proficiency of China’s Aerospace Forces: Selections from the Inaugural Conference of the China Aerospace Studies Institute (CASI)

    Science.gov (United States)

    2016-01-01

    Edmund J. Burke, Astrid Stuth Cevallos, Mark R. Cozad, Timothy R. Heath Assessing the Training and Operational Proficiency of China’s Aerospace ...Forces Selections from the Inaugural Conference of the China Aerospace Studies Institute (CASI) C O R P O R A T I O N Limited Print and Electronic...iii Preface On June 22, 2015, the China Aerospace Studies Institute (CASI), in conjunction with Headquarters, Air Force, held a day-long

  18. The Impact of World Englishes on Language Assessment: Rater Attitude, Rating Behavior, and Challenges

    Science.gov (United States)

    Hsu, Huei-Lien

    2012-01-01

    By centralizing the issue of test fairness in language proficiency assessments, this study responds to a call by researchers for developing greater social responsibility in the language testing agenda. As inquiries into language attitude and psychology indicate, there is an underlying uncertainty pertaining to the validity of test use and score…

  19. A National Survey on Teaching and Assessing Technical Proficiency in Vascular Surgery in Canada.

    Science.gov (United States)

    Drudi, Laura; Hossain, Sajjid; Mackenzie, Kent S; Corriveau, Marc-Michel; Abraham, Cherrie Z; Obrand, Daniel I; Vassiliou, Melina; Gill, Heather; Steinmetz, Oren K

    2016-05-01

    This survey aims to explore trainees' perspectives on how Canadian vascular surgery training programs are using simulation in teaching and assessing technical skills through a cross-sectional national survey. A 10-min online questionnaire was sent to Program Directors of Canada's Royal College of Physicians and Surgeons' of Canada approved training programs in vascular surgery. This survey was distributed among residents and fellows who were studying in the 2013-2014 academic year. Twenty-eight (58%) of the 48 Canadian vascular surgery trainees completed the survey. A total of 68% of the respondents were part of the 0 + 5 integrated vascular surgery training program. The use of simulation in the assessment of technical skills at the beginning of training was reported by only 3 (11%) respondents, whereas 43% reported that simulation was used in their programs in the assessment of technical skills at some time during their training. Training programs most often provided simulation as a method of teaching and learning endovascular abdominal aortic or thoracic aneurysm repair (64%). Furthermore, 96% of trainees reported the most common resource to learn and enhance technical skills was dialog with vascular surgery staff. Surveyed vascular surgery trainees in Canada report that simulation is rarely used as a tool to assess baseline technical skills at the beginning of training. Less than half of surveyed trainees in vascular surgery programs in Canada report that simulation is being used for skills acquisition. Currently, in Canadian training programs, simulation is most commonly used to teach endovascular skills. Copyright © 2016 Elsevier Inc. All rights reserved.

  20. Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students

    Directory of Open Access Journals (Sweden)

    Rafael Lara-Alecio

    2018-02-01

    Full Text Available The overarching purpose of our study was to compare performances of treatment and control condition students who completed a literacy-infused, inquiry-based science intervention through sixth grade as measured by a big idea assessment tool which we refer to as the Big Ideas in Science Assessment (BISA. First, we determine the concurrent validity of the BISA; second, we investigate the differences in the post-test of the BISA between treatment and control English Learners (ELs, controlling for their performance in the pre-test; third, we analyze the differences in the post-test of the BISA between treatment and control non-ELs, controlling for their performance in the pre-test; and fourth, we examine the relationship between students’ English language proficiency as measured by standardized assessment, and their performance in the BISA among ELs and non-ELs, respectively. Our findings indicate: (a literacy-infused science lessons with big ideas, implemented through the tested intervention, improved students’ language acquisition and science concept understanding for ELs and economically challenged students (ECs; (b there was a positive relationship between language and content for both ELs and non-ELs, with a similar magnitude, suggesting that students with a higher level of English proficiency score higher in science assessment; and (c the lesson plans prepared were successful for promoting a literacy-infused science curriculum via a 5E Model (Engage, Explore, Explain, Elaborate, and Evaluate that includes three to five of the Es used daily. A pedagogical approach for a literacy-infused science model with big ideas is proposed.

  1. "Better a Railing at the Top of the Cliff than a Hospital at the Bottom!" : the use of Edward Lear's nonsense ABC as a didactical tool in the development of  pronunciation skills in young lerarners of English

    OpenAIRE

    Wallace Nilsson, Margaret

    2011-01-01

    The development and acquisition of English pronunciation in learners of English is a much neglected area of linguistic study. Research predominantly focuses on the pronunciation skills in adult English learners. However, there is no relevant data pertaining to the pronunciation skills in young English learners. Studies pertaining to pronunciation and oral proficiency are needed in order to fully assess the development and promotion of English language pronunciation in educational settings. It...

  2. The Impact of Patient Language Proficiency and Interpreter Service Use on the Quality of Psychiatric Care: A Systematic Review

    Science.gov (United States)

    Bauer, Amy M.; Alegría, Margarita

    2010-01-01

    Objective To determine the effects of limited English proficiency and use of interpreters on the quality of psychiatric care. Methods A systematic literature search for English-language publications was conducted in PubMed, PsycInfo, and CINAHL and by review of the reference lists of included articles and expert sources. Of 321 citations, 26 peer-reviewed articles met inclusion criteria by reporting primary data on the clinical care for psychiatric disorders among patients with limited proficiency in English or in the providers’ language. Results Little systematic research has addressed the impact of language proficiency or interpreter use on the quality of psychiatric care in contemporary US settings. Therefore, the literature to date is insufficient to inform evidence-based guidelines for improving quality of care among patients with limited English proficiency. Nonetheless, evaluation in a patient’s non-primary language can lead to incomplete or distorted mental status assessment whereas assessments conducted via untrained interpreters may contain interpreting errors. Consequences of interpreter errors include clinicians’ failure to identify disordered thought or delusional content. Use of professional interpreters may improve disclosure and attenuate some difficulties. Diagnostic agreement, collaborative treatment planning, and referral for specialty care may be compromised. Conclusions Clinicians should become aware of the types of quality problems that may occur when evaluating patients in a non-primary language or via an interpreter. Given demographic trends in the US, future research should aim to address the deficit in the evidence base to guide clinical practice and policy. PMID:20675834

  3. Effectiveness of "On Our Way to English" for Development of Reading and Oral Proficiency by Elementary English Learners: A Report of Randomized Experiments in a California and a Texas School District. Research Summary

    Science.gov (United States)

    Empirical Education Inc., 2006

    2006-01-01

    The authors conducted an experiment during the 2003-2004 school year to determine whether "On Our Way to English" ("OWE"), a product to help elementary students learn to read and speak English, was more effective in a California and a Texas school district than materials already in place. In the California study, 384 English…

  4. Effectiveness of "On Our Way to English" as a Program for Development of Reading and Oral Proficiency by Elementary English Learners: A Report of Randomized Experiments in a California and a Texas School District. Research Report

    Science.gov (United States)

    Newman, Denis; Jaciw, Andrew

    2005-01-01

    The authors were asked to find out whether "On Our Way to English" ("OWE"), a supplementary, text-based product to help elementary school students learn to read and speak English was more effective in a California and a Texas school district than the materials the districts already had in place. They conducted an experiment…

  5. ESL Students' Perceptions of Their English Writing Proficiency and the Effects of Peer Review Training among Three Types of Students in a Community College ESL Composition Course

    Science.gov (United States)

    Goldburg, Maxine E.

    2012-01-01

    Learner-centered methodology like peer review is problematic in the pluralism of the ESL classroom when teaching academic English composition. A distinct complication is the form writing instruction should take given the interaction and variations between ESL students' L1 background, experiences, schema, and the meaning of academic literacy in…

  6. Assessing Middle and High School Social Studies & English: Differentiating Formative Assessment

    Science.gov (United States)

    Waterman, Sheryn Spencer

    2010-01-01

    For middle and high school teachers of social studies and English, this book is filled with examples of instructional strategies that address students' readiness levels, interests, and learning preferences. It shows teachers how to formatively assess their students by addressing differentiated learning targets. Included are detailed examples of…

  7. Neurosurgical Skills Assessment: Measuring Technical Proficiency in Neurosurgery Residents Through Intraoperative Video Evaluations.

    Science.gov (United States)

    Sarkiss, Christopher A; Philemond, Steven; Lee, James; Sobotka, Stanislaw; Holloway, Terrell D; Moore, Maximillian M; Costa, Anthony B; Gordon, Errol L; Bederson, Joshua B

    2016-05-01

    Although technical skills are fundamental in neurosurgery, there is little agreement on how to describe, measure, or compare skills among surgeons. The primary goal of this study was to develop a quantitative grading scale for technical surgical performance that distinguishes operator skill when graded by domain experts (residents, attendings, and nonsurgeons). Scores provided by raters should be highly reliable with respect to scores from other observers. Neurosurgery residents were fitted with a head-mounted video camera while performing craniotomies under attending supervision. Seven videos, 1 from each postgraduate year (PGY) level (1-7), were anonymized and scored by 16 attendings, 8 residents, and 7 nonsurgeons using a grading scale. Seven skills were graded: incision, efficiency of instrument use, cauterization, tissue handling, drilling/craniotomy, confidence, and training level. A strong correlation was found between skills score and PGY year (P Technical skills of neurosurgery residents recorded during craniotomy can be measured with high interrater reliability. Surgeons and nonsurgeons alike readily distinguish different skill levels. This type of assessment could be used to coach residents, to track performance over time, and potentially to compare skill levels. Developing an objective tool to evaluate surgical performance would be useful in several areas of neurosurgery education. Copyright © 2016 Elsevier Inc. All rights reserved.

  8. The Use and Misuse of Academic Words in Writing: Analyzing the Writing of Secondary English Learners and Redesignated Learners

    Science.gov (United States)

    Cons, Andrea Marie

    2012-01-01

    This study investigated the specific ways secondary English learners (ELs) and redesignated fluent English-proficient learners (RFEPs) use academic vocabulary that assesses interpretive reading and analytical writing ability. The research examines how ELs and RFEPs, formerly ELs, differ in use and misuse of academic words. The study extends…

  9. Embedding international benchmarks of proficiency in English in undergraduate nursing programmes: challenges and strategies in equipping culturally and linguistically diverse students with English as an additional language for nursing in Australia.

    Science.gov (United States)

    Glew, Paul J

    2013-01-01

    To meet the expected shortfalls in the number of registered nurses throughout the coming decade Australian universities have been recruiting an increasing number of students from culturally and linguistically diverse (CaLD) backgrounds. Given that international and domestic students who use English as an additional language (EAL) complement the number of native English speaking nursing students, they represent a valuable nurse education investment. Although university programmes are in a position to meet the education and learning needs of native English speaking nursing students, they can experience considerable challenges in effectively equipping EAL students with the English and academic language skills for nursing studies and registration in Australia. However, success in a nursing programme and in preparing for nurse registration can require EAL students to achieve substantial literacy skills in English and academic language through their engagement with these tertiary learning contexts. This paper discusses the education implications for nursing programmes and EAL students of developing literacy skills through pre-registration nursing studies to meet the English language skills standard for nurse registration and presents intervention strategies for nursing programmes that aim to build EAL student capacity in using academic English.

  10. Communication Strategies: An Interplay between Proficiency and Gender

    Science.gov (United States)

    Shokouhi, Hussein; Angameh, Farzad

    2008-01-01

    This paper is intended to investigate the interplay between proficiency and gender in the use of communication strategies. Sixty Iranian university male and female subjects studying English took part in the experiment and performed two tasks: word recognition and picture-story narration. The results indicate that proficiency had a more perceptible…

  11. The Development of ESL Proficiency and Pragmatic Performance

    Science.gov (United States)

    Roever, Carsten; Al-Gahtani, Saad

    2015-01-01

    ESL learners can find it challenging to use English in a way that is pragmatically appropriate to the situation and interlocutor. In this article, we explore the impact of increased proficiency on learners' pragmatic performance. ESL learners in Australia at four proficiency levels completed three role plays, and we analysed how the learners…

  12. On the Relationship between Multiple Intelligences and Language Proficiency

    Science.gov (United States)

    Razmjoo, Seyyed Ayatollah

    2008-01-01

    The intent of the present study was to examine the strength of the relationship between language proficiency in English and the 9 types of intelligences. As such, the objectives of this study were three-folded. The primary objective of the study was to investigate the relationship between multiple intelligences and language proficiency among the…

  13. Communication Anxiety and Its Effect on Oral Proficiency.

    Science.gov (United States)

    Hurshberger, Lisa

    A study investigated the bipolar tension/relaxation factors that affect a second language learner's oral proficiency. While the traditional assumption in the field of second language acquisition is that negative attitudes toward communicative interaction naturally predicate low proficiency, the data gathered from 50 subjects studying English as a…

  14. Language proficiency in native and nonnative speakers: an agenda for research and suggestions for second-language assessment

    NARCIS (Netherlands)

    Hulstijn, J.H.

    2011-01-01

    This paper addresses the question of what language proficiency (LP) is, both theoretically and empirically. It does so my making a distinction, on the one hand, between basic and higher language cognition, and, on the other hand, between core and peripheral components of LP. The paper furthermore

  15. Assessing Senior Secondary School Students' Mathematical Proficiency as Related to Gender and Performance in Mathematics in Nigeria

    Science.gov (United States)

    Awofala, Adeneye O. A.

    2017-01-01

    The study investigated mathematical proficiency as related to gender and performance in mathematics among 400 Nigerian senior secondary school students from 10 elitist senior secondary schools in Lagos State using the quantitative research method within the blueprint of descriptive survey design. Data collected were analysed using the descriptive…

  16. Japanese 4-Year-Olds' Acquisition of English Phonology : A Pilot Study Report

    OpenAIRE

    ポルドニアック, アダム

    2004-01-01

    We report on an exploratory sample of a wider research project to assess second language phonological competence in young children of differing linguistic background learning English as a foreign language. Our investigation begins with some Japanese 4-year-olds who have studied English for one year. Early results suggest an unexpectedly high level of their perceptual proficiency with regard to non-native English contrasts, leading to a possible re-appraisal of the enduring impact of a native ...

  17. Kindergarten Literacy Assessment of English Only and English Language Learner Students: An Examination of the Predictive Validity of Three Phonemic Awareness Measures

    Science.gov (United States)

    Linklater, Danielle L.; O'Connor, Rollanda E.; Palardy, Gregory J.

    2009-01-01

    The study assessed the ability of English phonemic awareness measures to predict kindergarten reading performance and determine factors that contributed to growth trajectories on those measures for English Only (EO) and English language learner (ELL) students. Using initial sound fluency (ISF), phoneme segmentation fluency (PSF), and a combined…

  18. Language Assessment Barriers in Perspective.

    Science.gov (United States)

    Fitzgerald, Jane; Miramontes, Ofelia

    1987-01-01

    The article clarifies the role of monolingual English specialists in the pre-referral process for culturally and linguistically different students. To help specialists assess language and learning disorders and plan intervention, a question-and-answer format which describes first language proficiency and relates it to learning English as a second…

  19. Self-efficacy and Its Relation to ESL Writing Proficiency and Academic Disciplines

    Directory of Open Access Journals (Sweden)

    Saeid Raoofi

    2017-07-01

    Full Text Available Writing is an essential skill for academic development within any disciplinary area. Despite the rapidly growing body of research on the various aspects of second language writing, research on writing self-efficacy remains scarce. This study investigated the relationship the between writing self-efficacy and writing proficiency in English as a second language. In this cross-sectional study, 304 Malaysian undergraduate students completed a writing self-efficacy questionnaire. The participants’ writing proficiency was assessed using two different writing tasks. The results showed that there was a significant difference in writing self-efficacy among the three writing proficiency groups. It was also found that science students had significantly higher writing self-efficacy than those in social sciences. Limitations of the study and Implications for second language writing instruction are also discussed.

  20. Variables associated with Grade R English Additional Language ...

    African Journals Online (AJOL)

    ... siSwati and Xitsonga first language backgrounds. The English Language Proficiency standards assessment tool was used. Learners of IsiNdebele teachers and young qualified teachers performed better than other learners. Learners with isiNdebele as first language performed better than learners from other languages.

  1. Impact of patient language proficiency and interpreter service use on the quality of psychiatric care: a systematic review.

    Science.gov (United States)

    Bauer, Amy M; Alegría, Margarita

    2010-08-01

    This literature review examined the effects of patients' limited English proficiency and use of professional and ad hoc interpreters on the quality of psychiatric care. PubMed, PsycINFO, and CINAHL (Cumulative Index to Nursing and Allied Health Literature) were systematically searched for English-language publications from inception of each database to April 2009. Reference lists were reviewed, and expert sources were consulted. Among the 321 articles identified, 26 met inclusion criteria: peer-reviewed articles reporting primary data on clinical care for psychiatric disorders among patients with limited proficiency in English or in the provider's language. Evaluation in a patient's nonprimary language can lead to incomplete or distorted mental status assessment. Although both untrained and trained interpreters may make errors, untrained interpreters' errors may have greater clinical impact, compromising diagnostic accuracy and clinicians' detection of disordered thought or delusional content. Use of professional interpreters may improve disclosure in patient-provider communications, referral to specialty care, and patient satisfaction. Little systematic research has addressed the impact of language proficiency or interpreter use on the quality of psychiatric care in contemporary U.S. settings. Findings are insufficient to inform evidence-based guidelines for improving quality of care among patients with limited English proficiency. Clinicians should be aware of the ways in which quality of care can be compromised when they evaluate patients in a nonprimary language or use an interpreter. Given U.S. demographic trends, future research should help guide practice and policy by addressing deficits in the evidence base.

  2. Issues in English Language Assessment of Indigenous Australians

    Science.gov (United States)

    Malcolm, Ian G.

    2011-01-01

    Although English is widely used by Indigenous Australians as the main means of communication, national testing has consistently raised questions as to the level of their English language and literacy achievement. This article examines contextual factors (historical, linguistic, cultural, socio-political and educational) which underlie this…

  3. A Grammatical Assessment of Preachers' Application of English ...

    African Journals Online (AJOL)

    The observation of concord rules poses one of the greatest grammatical challenges in the use of English as a second language (L2) in Nigeria owing to the non-existence of the phenomenon in most Nigerian languages. This study investigates the degree of competence exhibited by Pastors in the application of English ...

  4. Arthroscopic proficiency: methods in evaluating competency

    Science.gov (United States)

    2013-01-01

    Background The current paradigm of arthroscopic training lacks objective evaluation of technical ability and its adequacy is concerning given the accelerating complexity of the field. To combat insufficiencies, emphasis is shifting towards skill acquisition outside the operating room and sophisticated assessment tools. We reviewed (1) the validity of cadaver and surgical simulation in arthroscopic training, (2) the role of psychomotor analysis and arthroscopic technical ability, (3) what validated assessment tools are available to evaluate technical competency, and (4) the quantification of arthroscopic proficiency. Methods The Medline and Embase databases were searched for published articles in the English literature pertaining to arthroscopic competence, arthroscopic assessment and evaluation and objective measures of arthroscopic technical skill. Abstracts were independently evaluated and exclusion criteria included articles outside the scope of knee and shoulder arthroscopy as well as original articles about specific therapies, outcomes and diagnoses leaving 52 articles citied in this review. Results Simulated arthroscopic environments exhibit high levels of internal validity and consistency for simple arthroscopic tasks, however the ability to transfer complex skills to the operating room has not yet been established. Instrument and force trajectory data can discriminate between technical ability for basic arthroscopic parameters and may serve as useful adjuncts to more comprehensive techniques. There is a need for arthroscopic assessment tools for standardized evaluation and objective feedback of technical skills, yet few comprehensive instruments exist, especially for the shoulder. Opinion on the required arthroscopic experience to obtain proficiency remains guarded and few governing bodies specify absolute quantities. Conclusions Further validation is required to demonstrate the transfer of complex arthroscopic skills from simulated environments to the

  5. ESL Proficiency and a Word Frequency Count.

    Science.gov (United States)

    Harlech-Jones, Brian

    1983-01-01

    In a study of the vocabulary proficiency of some South African ESL teacher trainees, the General Service List of English Words' validity was evaluated. It was found that mastery of this list would meet most of the vocabulary needs of the test group. Recommendations are made for practical uses of word counts. (MSE)

  6. Language Proficiency and Language Policy in South Africa: Findings from New Data

    Science.gov (United States)

    Posel, Dorrit; Casale, Daniela

    2011-01-01

    This study explores new data from 2008 on language proficiency and labour market outcomes in the context of South Africa's language-in-education policy. We show that the economic returns to English language proficiency are large and higher than those to home language proficiency for the majority of employed South Africans. This helps explain why…

  7. Examining Associations between Self-Rated Health and Proficiency in Literacy and Numeracy among Immigrants and U.S.-Born Adults: Evidence from the Program for the International Assessment of Adult Competencies (PIAAC)

    OpenAIRE

    Esther Prins; Shannon Monnat

    2015-01-01

    This paper uses data from the Program for the International Assessment of Adult Competencies (PIAAC) to analyze the relationship between self-reported health (SRH) and literacy and numeracy proficiency for immigrants compared to U.S.-born respondents and for Hispanic versus Asian immigrants. The research questions were: (1) Are literacy and numeracy scores associated with adults' SRH? (2) Are associations between SRH and literacy and numeracy proficiency moderated by immigrant status? (3) Amo...

  8. Effects of task language and second-language proficiency on the neural correlates of phonemic fluency in native Japanese speakers: a functional near-infrared spectroscopy study.

    Science.gov (United States)

    Wroblewski, Greggory J; Matsuo, Koji; Hirata, Keiko; Matsubara, Toshio; Harada, Kenichiro; Watanabe, Yoshifumi; Shinoda, Koh

    2017-09-27

    Data collected during a phonemic fluency task (or 'FAS test'), a standard component of neuropsychological batteries for assessment of cognitive deficits, may be language-dependent and may differ depending on second-language proficiency. The unique orthographic/phonological system of the task language, and the reported cognitive advantages inherent to bilinguals, may each influence the task's neural correlates. However, language background is not currently assessed in most studies testing phonemic fluency. Here, we used 52-channel functional near-infrared spectroscopy in college-aged native-Japanese subjects to examine functional changes in oxygenated hemoglobin elicited during a phonemic fluency task performed in Japanese and in English. We found activity differences that were related to task language and second-language proficiency. Besides loci activated in the Japanese test, bilateral precentral channels were specifically recruited in the English test. Furthermore, the higher-proficiency group showed almost no increase in oxygenated hemoglobin in either language context, whereas participants with lower proficiency showed widespread increases for both contexts. We interpret precentral increases as the consequence of additional articulatory resource recruitment in a second-language context. As for the lack of such variation in the higher-proficiency group, it may reflect an advantage in nonverbal executive control in this group. Together, our results point to language background and proficiency as confounding variables in neuroimaging studies of phonemic fluency and that the adequacy of such measures in populations with varying language backgrounds needs to be considered in future studies.

  9. A review of 30 speech assessments in 19 languages other than English.

    Science.gov (United States)

    McLeod, Sharynne; Verdon, Sarah

    2014-11-01

    In this study, the authors aimed to evaluate instruments designed to assess children's speech production in languages other than English. Ninety-eight speech assessments in languages other than English were identified: 62 were commercially published, 17 published within journal articles, and 19 informal assessments. A review was undertaken of 30 commercially published assessments that could be obtained. The 30 instruments assessed 19 languages: Cantonese, Danish, Finnish, German, Greek, Japanese, Korean, Maltese-English, Norwegian, Pakistani-heritage languages (Mirpuri, Punjabi, Urdu), Portuguese, Putonghua (Mandarin), Romanian, Slovenian, Spanish, Swedish, and Turkish. The majority (70.0%) assessed speech sound production in monolingual speakers, 20.0% assessed one language of bilingual speakers, and 10.0% assessed both languages of bilingual speakers. All used single-word picture elicitation. Approximately half (53.3%) were norm-referenced, and the number of children in the normative samples ranged between 145 and 2,568. The remaining assessments were criterion-referenced (50.0%) (one fitted both categories). The assessments with English manuals met many of the psychometric criteria for operationalization; however, only 2 provided sensitivity and specificity data. Despite the varying countries of origin, there were many similarities between speech assessments in languages other than English. Few were designed for use with multilingual children, so validation is required for use in English-speaking contexts.

  10. Developing a Process-Oriented Translation Test for Assessing English-Arabic Basic Translation Skills

    Science.gov (United States)

    Abdellah, Antar Solhy

    2007-01-01

    The study reviews translation validated tests and proposes a process-oriented translation test for assessing basic translation skills for freshmen English majors at the faculty of Education. The proposed test is developed based on the process approach to translating and translation teaching, and is confined to translation from English to Arabic.…

  11. Using a Mixture IRT Model to Understand English Learner Performance on Large-Scale Assessments

    Science.gov (United States)

    Shea, Christine A.

    2013-01-01

    The purpose of this study was to determine whether an eighth grade state-level math assessment contained items that function differentially (DIF) for English Learner students (EL) as compared to English Only students (EO) and if so, what factors might have caused DIF. To determine this, Differential Item Functioning (DIF) analysis was employed.…

  12. Teachers' Perceptions of the Influence of Assessment on Their Teaching of Year 9 English

    Science.gov (United States)

    Portelli, Leanne; O'Sullivan, Kerry-Ann

    2016-01-01

    This article draws from a Masters research study investigating the early implementation of the NSW English K-10 Syllabus in Year 9 with a focus on, teachers' perceptions of the various forms and purposes of assessment and the role these play in the classroom. The five participants were drawn from one English faculty in a single sex school in the…

  13. Assessing Pre-Service English as a Foreign Language Teachers' Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Öz, Hüseyin

    2015-01-01

    The present research aimed to assess pre-service English as a foreign language teachers' technological pedagogical content knowledge. A total of 76 undergraduate students enrolled in an English language teaching (ELT) program at a major state university in Turkey were recruited in the study and were asked to anonymously complete the Technological…

  14. Voices from the Field: Making State Assessment Decisions for English Language Learners with Disabilities

    Science.gov (United States)

    Liu, Kristin K.; Goldstone, Linda; Thurlow, Martha L.; Ward, Jenna; Hatten, James; Christensen, Laurene L.

    2013-01-01

    English language learners (ELLs) with disabilities are an increasing presence in schools in the United States. Title I and Title III of the Elementary and Secondary Education Act require that these students meet the same academic grade-level standards and participate in content assessments as their fluent-English speaking peers without…

  15. Issues and Concerns of Assessment for English Language Learners with Learning Disabilities

    Science.gov (United States)

    Pichardo, Blanca

    2014-01-01

    Limited research has been accomplished within the past few years regarding issues and concerns of assessment for English Language Learners (ELL) with Learning Disabilities (LD). The increasing number of this unique population throughout schools has raised many concerns for professionals in education. English Language Learners with Learning…

  16. Extramural English

    DEFF Research Database (Denmark)

    Jensen, Signe Hannibal

    I investigate the quality and quantity of extramural contact with English for young Danish learners of English. The focus is on whether proficiency is affected by extramural use and whether this is consistent across age groups (1st thru 5th grade). I also investigate whether some extramural...... activities are more supportive of language learning than others, i.e. gaming, watching television, music, etc. Finally, a qualitative gaming study will be carried out to explore what goes on linguistically when very young children game in English together: type of interaction between players...... and with the game and if this interaction can be seen to support their English language learning. Preliminary results indicate that although children use / are exposed to English in a range of different contexts and through a variety of modalities (internet, console/PC games, music etc.), the one activity...

  17. Are Danish doctors comfortable teaching in English?

    Science.gov (United States)

    Nilas, L; Løkkegaard, E C; Laursen, J B; Kling, J; Cortes, D

    2016-08-27

    From 2012-2015, the Departments of Obstetrics and Gynecology and of Pediatrics at the University of Copenhagen conducted a project, "Internationalization at Home ", offering clinical teaching in English. The project allowed international students to work with Danish speaking students in a clinical setting. Using semi-quantitative questionnaires to 89 clinicians about use of English and need for training, this paper considers if Danish clinical doctors are prepared to teach in English. The majority self-assessed their English proficiency between seven and eight on a 10 unit visual analogue scale, with 10 equivalent to working in Danish, while 15 % rated five or less. However, one-fourth found teaching and writing in English to be twice as difficult than in Danish, and 12 % rated all teaching tasks in English at four or less compared to Danish. The self-assessed need for additional English skills was perceived low. Teaching in English was rated as 30 % more difficult than in Danish, and a significant subgroup of doctors had difficulties in all forms of communication in English, resulting in challenges when introducing international students in non-native English speaking medical departments.

  18. External quality assessment/proficiency testing and internal quality control for the PFA-100 and PFA-200: an update.

    Science.gov (United States)

    Favaloro, Emmanuel J; Bonar, Roslyn

    2014-03-01

    Platelet function testing is an essential component of comprehensive hemostasis evaluation within the framework of bleeding and/or bruising investigations, and it may also be performed to evaluate antiplatelet medication effects. Globally, the platelet function analyzer (PFA)-100 (Siemens Healthcare, Marburg, Germany) is the most used primary hemostasis-screening instrument and has also been recently remodeled/upgraded to the PFA-200. The PFA-100 is sensitive to a wide range of associated disorders, including platelet function defects and von Willebrand disease (VWD), as well as to various antiplatelet medications. The PFA-100 is also useful in therapy monitoring, especially in VWD. External quality assessment (EQA) (or proficiency testing) and internal quality control (IQC) are critical to ensuring quality of test practice, inclusive of all hemostasis tests. However, both EQA and IQC for platelet function testing, including the PFA-100, is logistically challenging, given theoretical requirements for production, storage, and shipment of large volumes of "stabilized" normal and pathological blood/platelets covering both normal function plus a wide variety of potential defects. We accordingly describe the development and testing of novel feasible approaches to both EQA and IQC of PFA-100/PFA-200 instruments, whereby a range of formulated "platelet function antagonist" materials are utilized. For EQA purposes, these are distributed to participants, and citrated normal whole blood collected on site is then added locally, thereby creating test material that can be locally evaluated. Several exercises have been conducted by the Royal College of Pathologists of Australasia Quality Assurance Program (RCPAQAP) over the past 6 years. A total of 26 challenges, with most designed to mimic moderate to severe primary hemostasis defects, have been tested in 26 to 50 laboratories depending on the year of dispatch. Numerical results for PFA-100/PFA-200 closure times (CTs) and

  19. Proficiency and sentence constraint effects on second language word learning.

    Science.gov (United States)

    Ma, Tengfei; Chen, Baoguo; Lu, Chunming; Dunlap, Susan

    2015-07-01

    This paper presents an experiment that investigated the effects of L2 proficiency and sentence constraint on semantic processing of unknown L2 words (pseudowords). All participants were Chinese native speakers who learned English as a second language. In the experiment, we used a whole sentence presentation paradigm with a delayed semantic relatedness judgment task. Both higher and lower-proficiency L2 learners could make use of the high-constraint sentence context to judge the meaning of novel pseudowords, and higher-proficiency L2 learners outperformed lower-proficiency L2 learners in all conditions. These results demonstrate that both L2 proficiency and sentence constraint affect subsequent word learning among second language learners. We extended L2 word learning into a sentence context, replicated the sentence constraint effects previously found among native speakers, and found proficiency effects in L2 word learning. Copyright © 2015 Elsevier B.V. All rights reserved.

  20. Assessing the Test Information Function and Differential Item Functioning for the "TOEFL Junior"® Standard Test. Research Report. ETS RR-13-17. "TOEFL Junior"® Research Report. TOEFL JR-01

    Science.gov (United States)

    Young, John W.; Morgan, Rick; Rybinski, Paul; Steinberg, Jonathan; Wang, Yuan

    2013-01-01

    The "TOEFL Junior"® Standard Test is an assessment that measures the degree to which middle school-aged students learning English as a second language have attained proficiency in the academic and social English skills representative of English-medium instructional environments. The assessment measures skills in three areas: listening…

  1. Do Proficiency and Study-Abroad Experience Affect Speech Act Production? Analysis of Appropriateness, Accuracy, and Fluency

    Science.gov (United States)

    Taguchi, Naoko

    2011-01-01

    This cross-sectional study examined the effect of general proficiency and study-abroad experience in production of speech acts among learners of L2 English. Participants were 25 native speakers of English and 64 Japanese college students of English divided into three groups. Group 1 (n = 22) had lower proficiency and no study-abroad experience.…

  2. The influence of non-native language proficiency on speech perception perfomance

    NARCIS (Netherlands)

    Kilman, L.; Zekveld, A.A.; Hallgren, M.; Ronnberg, J.

    2014-01-01

    The present study examined to what extent proficiency in a non-native language influences speech perception in noise. We explored how English proficiency affected native (Swedish) and non-native (English) speech perception in four speech reception threshold (SRT) conditions, including two energetic

  3. Teaching English as a Language not Subject by Employing Formative Assessment

    Directory of Open Access Journals (Sweden)

    Muhammad Tufail Chandio

    2015-12-01

    Full Text Available English is a second language (L2 in Sindh, Pakistan. Most of the public sector schools in Sindh teach English as a subject rather than a language. Besides, they do not distinguish between generic pedagogy and distinctive approaches used for teaching English as a first language (L1 and second language (L2. In addition, the erroneous traditional assessment focuses on only writing and reading skills and the listening and speaking skills of L2 remain excluded. There is a great emphasis on summative assessments, which contribute to a qualification; however, formative assessments, which provide timely and continuous appraisal and feedback, remain ignored. Summative assessment employs only paper-and- pencil based test, while the other current means of alternative assessments like self-assessment, peer-assessment, and portfolio assessment have not been incorporated, and explored yet. Teaching English as a subject not as a language, employing summative assessment not formative, depending on paper-and-pencil based test, and not using the alternative modes of assessment are some of the questions this study will deal with. The study under discussion suggests that current approaches employed for teaching English are misplaced as these take a subject teaching approach rather than a language teaching approach. It also argues for the paradigm shift from a product to process approach to assessment by administering modern alternative assessments.

  4. Towards Defining a Valid Assessment Criterion of Pronunciation Proficiency in Non-Native English-Speaking Graduate Students

    Science.gov (United States)

    Isaacs, Talia

    2008-01-01

    Intelligibility has been widely regarded as an appropriate goal for second language pronunciation teaching. Yet there is no universally accepted definition of intelligibility, nor any field-wide consensus on the best way to measure it. Further, there is little empirical evidence to suggest which pronunciation features are crucial for…

  5. Models of Lexical Knowledge Assessment of Second Language Learners of English at Higher Levels of Language Proficiency

    Science.gov (United States)

    Zareva, Alla

    2005-01-01

    The study presented in this paper was conducted within the theoretical framework of the three-dimensional global-trait model of lexical knowledge proposed by [Henrikson, B. 1999. Three dimensions of vocabulary development. Studies in Second Language Acquisition 21, pp. 303-317], consisting of "breadth," "depth," and "receptive-productive"…

  6. From Assessment to Learning: The Teaching of English beyond Examinations

    Science.gov (United States)

    Vikiru, Lilian I.

    2011-01-01

    The backwash of testing on teaching can be positive or negative. This article is based on the findings of a study carried out in Kenya on strengthening the development of literacy in English among primary school children, which established that the learners performed poorly on skills that were not directly tested in the conventional examinations.…

  7. Developing Autonomous Learning for Oral Proficiency Using Digital Storytelling

    Science.gov (United States)

    Kim, SoHee

    2014-01-01

    Since online educational technology can support a ubiquitous language learning environment, there are many ways to develop English learners' autonomy through self-access learning. This study investigates whether English as a second language (ESL) learners can improve their oral proficiency through independent study by using online self-study…

  8. Assessment Planning within the Context of University English Language Teaching (ELT) in China: Implications for Teacher Assessment Literacy

    Science.gov (United States)

    Xu, Yueting

    2016-01-01

    Teacher assessment literacy (AL) is a concern for both educational assessment and teacher education research. As part of teacher AL, teacher competency of assessment planning has remained underexplored. To address this gap, this study explored how a group of 20 contest-winning university English teachers in China planned for assessment through…

  9. Experiences of Latinos with limited English proficiency with patient registration systems and their interactions with clinic front office staff: an exploratory study to inform community-based translational research in North Carolina.

    Science.gov (United States)

    Calo, William A; Cubillos, Laura; Breen, James; Hall, Megan; Rojas, Krycya Flores; Mooneyham, Rachel; Schaal, Jennifer; Hardy, Christina Yongue; Dave, Gaurav; Jolles, Mónica Pérez; Garcia, Nacire; Reuland, Daniel S

    2015-12-23

    Health services research of Latinos with limited English proficiency (LEP) have largely focused on studying disparities related to patient-provider communication. Less is known about their non-provider interactions such as those with patient registration systems and clinic front office staff; these interactions precede the encounter with providers and may shape how comfortable patients feel about their overall health services experience. This study explored Latino patients with LEP experiences with, and expectations for, interactions with patient registration systems and front office staff. We conducted 20 in-depth interviews with Latinos with LEP (≥ 18 years of age) who seek health services in the Piedmont Triad region, North Carolina. We analyzed participants' quotes and identified themes by using a constant comparison method. This research was conducted by a community-academic partnership; partners were engaged in study design, instrument development, recruitment, data analysis, and manuscript writing. Qualitative analysis allowed us to identify the following recurring themes: 1) inconsistent registration of multiple surnames may contribute to patient misidentification errors and delays in receiving health care; 2) lack of Spanish language services in front office medical settings negatively affect care coordination and satisfaction with health care; and 3) perceived discrimination generates patients' mistrust in front office staff and discomfort with services. Latino patients in North Carolina experience health services barriers unique to their LEP background. Participants identified ways in which the lack of cultural and linguistic competence of front office staff negatively affect their experiences seeking health services. Healthcare organizations need to support their staff to encourage patient-centered principles.

  10. Learning English, Learning Science

    Science.gov (United States)

    Nelson, Virginia

    2010-01-01

    Using science notebooks effectively in the classroom can encourage students who are learning English to keep up and keep interested. English language proficiency might head the list of content areas that schools can teach properly and effectively through science. Amaral, Garrison, and Klentschy (2002) reported that a successful inquiry-based…

  11. The Writing of Language Minority Students: A Literature Review on Its Relation to Oral Proficiency

    Science.gov (United States)

    Perin, Dolores; De La Paz, Susan; Piantedosi, Kelly Worland; Peercy, Megan Madigan

    2017-01-01

    We reviewed literature on the school-related writing of students in English-dominant settings whose native languages were other than English to identify 2 kinds of difference: (a) among language minority (LM) students differing in oral English proficiency and (b) between LM and native English-speaking students. Sixteen studies met selection…

  12. Performance Assessment for California Teachers and English-Language Arts Candidates in a Rural Border Community

    Science.gov (United States)

    Ajayi, Lasisi

    2014-01-01

    This study explores the appropriateness of the Performance Assessment for California Teachers (PACT) as an instrument of assessing English-language arts (ELA) teacher candidates' effectiveness in a rural border community. Eight -candidates participated in the study. The findings call into question the adequacy of PACT to assess the candidates'…

  13. Assessing Learner Satisfaction by Simultaneously Measuring Learner Attitude, Motivation, Loyalty and Service Quality in English Academies

    Science.gov (United States)

    Huong, Vu Thi; Casadesus, Marti; Marimon, Frederic

    2017-01-01

    The aims of this study are threefold in their approach to English academy teaching: (i) to assess learner satisfaction, (ii) to assess the impact of satisfaction on loyalty and (iii) to assess the three constructs that we considered to be the antecedents of learner satisfaction: learner motivation, learner attitude and service quality. To collect…

  14. Using Portfolio to Assess Rural Young Learners' Writing Skills in English Language Classroom

    Science.gov (United States)

    Aziz, Muhammad Noor Abdul; Yusoff, Nurahimah Mohd.

    2015-01-01

    This study aimed at discussing the benefits of portfolio assessment in assessing students' writing skills. The study explores the use of authentic assessment in the classroom. Eleven primary school children from Year 4 in a rural school in Sabah participated in this study. Data were collected by observing them during the English Language lessons…

  15. The Relationship between Listening Proficiency and Speaking Improvement in Higher Education: Considerations in Assessing Speaking and Listening

    Science.gov (United States)

    Astorga-Cabezas, Erickzon D.

    2015-01-01

    This study examines the outcomes of having recourse to listening skills as support to improve oral skills in English language teaching. In this context, data from 120 students at a specific higher education institution was analyzed; 60 of whom were provided with totally listening-focused instruction and activities, while a separate group of 60…

  16. Sample Proficiency Test exercise

    Energy Technology Data Exchange (ETDEWEB)

    Alcaraz, A; Gregg, H; Koester, C

    2006-02-05

    The current format of the OPCW proficiency tests has multiple sets of 2 samples sent to an analysis laboratory. In each sample set, one is identified as a sample, the other as a blank. This method of conducting proficiency tests differs from how an OPCW designated laboratory would receive authentic samples (a set of three containers, each not identified, consisting of the authentic sample, a control sample, and a blank sample). This exercise was designed to test the reporting if the proficiency tests were to be conducted. As such, this is not an official OPCW proficiency test, and the attached report is one method by which LLNL might report their analyses under a more realistic testing scheme. Therefore, the title on the report ''Report of the Umpteenth Official OPCW Proficiency Test'' is meaningless, and provides a bit of whimsy for the analyses and readers of the report.

  17. The Use of Self Assessment in Improving Students Ability in Writing English Skill

    Directory of Open Access Journals (Sweden)

    Uswatun Hasanah

    2015-02-01

    Full Text Available This research aims at finding out The Use of Self-Assessment in Improving Writing English Skill of the Students at English Education Department of STAIN Watampone academic year 2013/2014. The specific objective of the research is to find out whether or not the use of self-assessment improves students’ performance in writing English skill. The research method employed quasi experimental research. The samples consist of 40 students which belonged to two groups; experimental and control group. The research data were collected using two kinds of instruments: the writing test which was given to the both groups and questionnaires of learners’ self assessment which was given only to the experimental group. The research result indicated that: the use of self-assessment in writing English skill is more effective in improving students’ ability. The result of post test of both group improved, but the use of self assessment gave better effect than conventional way. It was proved by the result of the mean score of post test of experimental was higher than the control group in writing skill. It is suggested to the English teacher that the use of learners’ self assessment as one of alternative strategy in teaching writing in order to improve students’ writing ability. In addition the students can take responsibility for their own learning.

  18. Investigating Language Proficiency and Learning Style Preference

    OpenAIRE

    Lee, Bradford; Pirotto, Christopher

    2017-01-01

    Individual differences (ID) among language learners (e.g. language aptitude or motivation), are variables that are theorized to affect the degree of success one will have in acquiring a second language (L2). This study sought to add to the body of literature on learning style. 225first year students (divided into two groups based on English proficiency) at a private Japanese university were surveyed to determine their preferred learning style(s). The data obtained were then examined in relati...

  19. English Language Test for Scientific Staff at D.U.T.

    NARCIS (Netherlands)

    Klaassen, R.G.; Bos, M.H.P.C.; Roubos, Tim; Veronesi, Daniela; Nickenig, Christoph

    2009-01-01

    Delft University of Technology (DUT) screened her (non-native English) scientific staff on their level of language proficiency over the year academic 2006/2007. In this paper the large scale operation, involving planning, policy decisions, assessment means, advise and training are discussed. Results

  20. Physiological Indices of Bilingualism: Oral-Motor Coordination and Speech Rate in Bengali-English Speakers

    Science.gov (United States)

    Chakraborty, Rahul; Goffman, Lisa; Smith, Anne

    2008-01-01

    Purpose: To examine how age of immersion and proficiency in a 2nd language influence speech movement variability and speaking rate in both a 1st language and a 2nd language. Method: A group of 21 Bengali-English bilingual speakers participated. Lip and jaw movements were recorded. For all 21 speakers, lip movement variability was assessed based on…