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Contentid:
7358
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Title: New Reports: Issues in Assessing English Language Learners
Body: From http://www.ncela.gwu.edu/newsline/archives/2008/02/new_reports_iss.html The National Center for Research on Evaluation, Standards, and Student Testing (CRESST) has released two parts of a three part series of reports on Issues in Assessing English Language Learners. The reports review the current literature and policy regarding ELL assessment in order to inform practitioners of the key issues to consider in their validation processes. Drawn from a review of literature and practice, the authors developed a set of guidelines and recommendations for practitioners to use as a resource to improve their ELL assessment systems and published them as a series of three reports. The first component of the series contains pertinent literature related to assessing ELL students. The areas being reviewed include validity theory, the construct of ELP assessments, and the effects of accommodations in the assessment of ELL students' content knowledge. The second component of the series provides a comprehensive picture of states' current policies related to ELL assessment. The areas reviewed include the procedures of ELL identification and redesignation, the characteristics of English language proficiency assessments, including validity information, and the use of accommodations in the assessment of content knowledge. The reports are available for download at http://www.cse.ucla.edu/products/reports.asp .
Source: OELA
Inputdate: 2008-02-10 03:37:18
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Title: New Reports: Issues in Assessing English Language Learners
Body: From http://www.ncela.gwu.edu/newsline/archives/2008/02/new_reports_iss.html The National Center for Research on Evaluation, Standards, and Student Testing (CRESST) has released two parts of a three part series of reports on Issues in Assessing English Language Learners. The reports review the current literature and policy regarding ELL assessment in order to inform practitioners of the key issues to consider in their validation processes. Drawn from a review of literature and practice, the authors developed a set of guidelines and recommendations for practitioners to use as a resource to improve their ELL assessment systems and published them as a series of three reports. The first component of the series contains pertinent literature related to assessing ELL students. The areas being reviewed include validity theory, the construct of ELP assessments, and the effects of accommodations in the assessment of ELL students' content knowledge. The second component of the series provides a comprehensive picture of states' current policies related to ELL assessment. The areas reviewed include the procedures of ELL identification and redesignation, the characteristics of English language proficiency assessments, including validity information, and the use of accommodations in the assessment of content knowledge. The reports are available for download at http://www.cse.ucla.edu/products/reports.asp .
Source: OELA
Inputdate: 2008-02-10 03:37:18
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7359
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Title: Article: Achievement Testing for English Language Learners, Ready or Not?
Body: From http://epaa.asu.edu/epaa/v16n1 Achievement Testing for English Language Learners, Ready or Not? by Sau-Lim Tsang, Anne Katz, and Jim Stack January 18, 2008 Abstract School reform efforts across the US have focused on creating systems in which all students are expected to achieve to high standards. To ensure that students reach those standards and to document what students know and can do, schools collect assessment information on students' academic achievement. More information is needed, however, to find out when such assessments are appropriate for English learners and can provide meaningful information about what such learners know and can do. We describe and discuss a study that addresses the question of when it is appropriate to administer content area tests in English to English learners. Drawing on the student database of San Francisco Unified School District, we examined the effect of language demands on the SAT/9 mathematics scores of Chinese-speaking and Spanish-speaking students. Our results showed that while the English language demands of the problem solving subscale affect all students, they have a larger effect on English learners' performance, thus rendering the tests inaccurate in measuring English learners' subject matter achievement. Our results also showed that this effect gradually decreases as students become more proficient in English, taking five to six years for students to reach parity with national norms. These results have important implications for the design of school accountability systems and policies with high-stakes consequences for English learners such as high-school graduation requirements based on standardized tests. Read this article at http://epaa.asu.edu/epaa/v16n1 .
Source: Education Policy Analysis Archives
Inputdate: 2008-02-10 03:38:35
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Title: Article: Achievement Testing for English Language Learners, Ready or Not?
Body: From http://epaa.asu.edu/epaa/v16n1 Achievement Testing for English Language Learners, Ready or Not? by Sau-Lim Tsang, Anne Katz, and Jim Stack January 18, 2008 Abstract School reform efforts across the US have focused on creating systems in which all students are expected to achieve to high standards. To ensure that students reach those standards and to document what students know and can do, schools collect assessment information on students' academic achievement. More information is needed, however, to find out when such assessments are appropriate for English learners and can provide meaningful information about what such learners know and can do. We describe and discuss a study that addresses the question of when it is appropriate to administer content area tests in English to English learners. Drawing on the student database of San Francisco Unified School District, we examined the effect of language demands on the SAT/9 mathematics scores of Chinese-speaking and Spanish-speaking students. Our results showed that while the English language demands of the problem solving subscale affect all students, they have a larger effect on English learners' performance, thus rendering the tests inaccurate in measuring English learners' subject matter achievement. Our results also showed that this effect gradually decreases as students become more proficient in English, taking five to six years for students to reach parity with national norms. These results have important implications for the design of school accountability systems and policies with high-stakes consequences for English learners such as high-school graduation requirements based on standardized tests. Read this article at http://epaa.asu.edu/epaa/v16n1 .
Source: Education Policy Analysis Archives
Inputdate: 2008-02-10 03:38:35
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7360
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Title: Background Information about Refugees from Other Countries
Body: From http://www.cal.org/co/publications The Cultural Orientation Resource Center develops informational and resource materials for refugees, service providers, and anyone interested in learning more about refugee communities in the United States. In addition to other services, they publish culture profiles and phrasebooks designed to build cultural and linguistic understanding between newly arrived refugees and their receiving communities. Culture Profiles provide short introductions to the cultural background of refugee populations. Each one contains a basic introduction to the people, history, and culture of the group concerned and includes topics such as history, geography, economy, social structure, gender roles, language and literacy, education, religion, art and song, food and dress, festivities, names, and features of the language. Recent publications include the following, all available for download online: -Refugees from Burma: Their Backgrounds and Refugee Experiences -Refugee Backgrounder No. 4: Bhutanese Refugees in Nepal To view all available cultural profiles publications, go to http://www.cal.org/co/publications/profiles.html . Learn more about the COR Center at http://www.cal.org/co .
Source: CAL
Inputdate: 2008-02-10 03:39:30
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Title: Background Information about Refugees from Other Countries
Body: From http://www.cal.org/co/publications The Cultural Orientation Resource Center develops informational and resource materials for refugees, service providers, and anyone interested in learning more about refugee communities in the United States. In addition to other services, they publish culture profiles and phrasebooks designed to build cultural and linguistic understanding between newly arrived refugees and their receiving communities. Culture Profiles provide short introductions to the cultural background of refugee populations. Each one contains a basic introduction to the people, history, and culture of the group concerned and includes topics such as history, geography, economy, social structure, gender roles, language and literacy, education, religion, art and song, food and dress, festivities, names, and features of the language. Recent publications include the following, all available for download online: -Refugees from Burma: Their Backgrounds and Refugee Experiences -Refugee Backgrounder No. 4: Bhutanese Refugees in Nepal To view all available cultural profiles publications, go to http://www.cal.org/co/publications/profiles.html . Learn more about the COR Center at http://www.cal.org/co .
Source: CAL
Inputdate: 2008-02-10 03:39:30
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7361
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Title: Comiqs: Online Comic Strip Creation Tool
Body: From http://blog.comiqs.com/about In January, InterCom described MakeBeliefsComix, a website where users can create their own comic strips. Here is another online site that allow the creation of comic strips with users’ own images, including digital photos: Comiqs is a service that lets our users create and share their comic-style stories with the community. The website describes the following features: * Within seconds create a funny, compelling comic strip using our interactive and user-friendly editor * Access your photos online from within the editor * Easily publish any strip to your blog and social networks as well as to our site and share it with your friends * View and embed other people's content on your site Visit the Comiqs website at http://comiqs.com/index.html .
Source: Comiqs
Inputdate: 2008-02-10 03:40:19
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Title: Comiqs: Online Comic Strip Creation Tool
Body: From http://blog.comiqs.com/about In January, InterCom described MakeBeliefsComix, a website where users can create their own comic strips. Here is another online site that allow the creation of comic strips with users’ own images, including digital photos: Comiqs is a service that lets our users create and share their comic-style stories with the community. The website describes the following features: * Within seconds create a funny, compelling comic strip using our interactive and user-friendly editor * Access your photos online from within the editor * Easily publish any strip to your blog and social networks as well as to our site and share it with your friends * View and embed other people's content on your site Visit the Comiqs website at http://comiqs.com/index.html .
Source: Comiqs
Inputdate: 2008-02-10 03:40:19
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7362
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Title: MLA Language Map: Thirty Most Commonly Spoken Languages in the US
Body: Data from the 2005 American Community Survey (ACS) about the thirty languages most commonly spoken in the United States are now available at the Data Center of the MLA Language Map (http://www.mla.org/map_data ). The new data, compared with data from Census 2000, provide a snapshot of recent changes in American language communities. The data at mid-decade reveal significant developments in American language communities. The number of speakers of English in the United States, for instance, has grown to 216,078,959, an increase since 2000 of 655,404, or .3 %, while during the same period, the number of speakers of Spanish has grown to 32,252,890, an increase of 4,152,165, or 14.8 %. Tracking changes in the numbers of Spanish speakers by state suggests that these developments are not uniform; at the same time that sizable increases are registered in such states as California, Texas, Delaware, and North Carolina, relative stability in numbers is noted in New York, New Jersey, and New Mexico, and significant decreases are recorded for Vermont, the District of Columbia, and Montana. The numbers of speakers of French, German, and Italian have each decreased nationwide by 200,000 and more; the numbers of speakers of Korean, Tagalog, and Vietnamese have each increased by more than 100,000. Russian speakers in the United States have increased in number by more than 125,000. Regional increases in the number of Chinese speakers are suggestive: the largest increase in Chinese (up by 26,130) is reported in the South, while increases of approximately half that size are reported in the Northeast (12,047) and the Midwest (14,202); in the West, however, the numbers of speakers of Chinese are relatively stable. Access the latest MLA Language Map at http://www.mla.org/map_main .
Source: LCTL-T
Inputdate: 2008-02-10 03:41:10
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Title: MLA Language Map: Thirty Most Commonly Spoken Languages in the US
Body: Data from the 2005 American Community Survey (ACS) about the thirty languages most commonly spoken in the United States are now available at the Data Center of the MLA Language Map (http://www.mla.org/map_data ). The new data, compared with data from Census 2000, provide a snapshot of recent changes in American language communities. The data at mid-decade reveal significant developments in American language communities. The number of speakers of English in the United States, for instance, has grown to 216,078,959, an increase since 2000 of 655,404, or .3 %, while during the same period, the number of speakers of Spanish has grown to 32,252,890, an increase of 4,152,165, or 14.8 %. Tracking changes in the numbers of Spanish speakers by state suggests that these developments are not uniform; at the same time that sizable increases are registered in such states as California, Texas, Delaware, and North Carolina, relative stability in numbers is noted in New York, New Jersey, and New Mexico, and significant decreases are recorded for Vermont, the District of Columbia, and Montana. The numbers of speakers of French, German, and Italian have each decreased nationwide by 200,000 and more; the numbers of speakers of Korean, Tagalog, and Vietnamese have each increased by more than 100,000. Russian speakers in the United States have increased in number by more than 125,000. Regional increases in the number of Chinese speakers are suggestive: the largest increase in Chinese (up by 26,130) is reported in the South, while increases of approximately half that size are reported in the Northeast (12,047) and the Midwest (14,202); in the West, however, the numbers of speakers of Chinese are relatively stable. Access the latest MLA Language Map at http://www.mla.org/map_main .
Source: LCTL-T
Inputdate: 2008-02-10 03:41:10
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7363
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Title: 2006 American Community Survey and Census Data on the Foreign Born by State
Body: From http://www.migrationinformation.org/datahub/acscensus.cfm While the foreign-born population of the United States increased by 6.4 million between 2000 and 2006, the impact of this growth varied considerably from state to state in terms of population size and characteristics. To facilitate analysis of these differences, the interactive map at this website provides state-by-state data on foreign-born populations from the 1990 and 2000 censuses and the 2006 and 2005 American Community Surveys. Click the desired state to generate fact sheets about the demographic & social, language & education, workforce, and income & poverty characteristics of the foreign-born population. A sampling of the types of data included in each of the four fact sheets for each state: * Demographic and Social (updated with 2006 data): top countries of birth, naturalization rates, household size; * Language and Education (2005): rates of limited English proficiency and levels of educational attainment in 1990, 2000, and 2005, rates of linguistic isolation in 2005; * Workforce (2005): the foreign-born share of the workforce, top occupations and industries; * Income and Poverty (2005): average incomes, income distributions, poverty rates. Access these maps and statistics at http://www.migrationinformation.org/datahub/acscensus.cfm .
Source: Migration Policy Institute
Inputdate: 2008-02-10 03:42:17
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Title: 2006 American Community Survey and Census Data on the Foreign Born by State
Body: From http://www.migrationinformation.org/datahub/acscensus.cfm While the foreign-born population of the United States increased by 6.4 million between 2000 and 2006, the impact of this growth varied considerably from state to state in terms of population size and characteristics. To facilitate analysis of these differences, the interactive map at this website provides state-by-state data on foreign-born populations from the 1990 and 2000 censuses and the 2006 and 2005 American Community Surveys. Click the desired state to generate fact sheets about the demographic & social, language & education, workforce, and income & poverty characteristics of the foreign-born population. A sampling of the types of data included in each of the four fact sheets for each state: * Demographic and Social (updated with 2006 data): top countries of birth, naturalization rates, household size; * Language and Education (2005): rates of limited English proficiency and levels of educational attainment in 1990, 2000, and 2005, rates of linguistic isolation in 2005; * Workforce (2005): the foreign-born share of the workforce, top occupations and industries; * Income and Poverty (2005): average incomes, income distributions, poverty rates. Access these maps and statistics at http://www.migrationinformation.org/datahub/acscensus.cfm .
Source: Migration Policy Institute
Inputdate: 2008-02-10 03:42:17
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Contentid:
7364
Content Type: 1
Title: Book: Vocabulary Learning Strategies and Foreign Language Acquisition
Body: Vocabulary Learning Strategies and Foreign Language Acquisition by Visnja Pavicic Takac Publisher: Multilingual Matters Summary: The book discusses vocabulary learning strategies as an integral subgroup of language learning strategies. It defines language learning strategies in general and their features on the basis of cognitive theory and relevant models of second language acquisition as the basis for empirical research. Furthermore, the book gives a survey of research on vocabulary learning strategies and describes three original empirical studies. Thus, the book attempts at integrating the approaches of theories of second language acquisition, the theory and practice of instructed foreign language learning, and the findings of current empirical research. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847690388 .
Source: Multilingual Matters
Inputdate: 2008-02-17 11:40:18
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Title: Book: Vocabulary Learning Strategies and Foreign Language Acquisition
Body: Vocabulary Learning Strategies and Foreign Language Acquisition by Visnja Pavicic Takac Publisher: Multilingual Matters Summary: The book discusses vocabulary learning strategies as an integral subgroup of language learning strategies. It defines language learning strategies in general and their features on the basis of cognitive theory and relevant models of second language acquisition as the basis for empirical research. Furthermore, the book gives a survey of research on vocabulary learning strategies and describes three original empirical studies. Thus, the book attempts at integrating the approaches of theories of second language acquisition, the theory and practice of instructed foreign language learning, and the findings of current empirical research. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847690388 .
Source: Multilingual Matters
Inputdate: 2008-02-17 11:40:18
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7365
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Title: Call for Submissions: Journal of English as an International Language
Body: The Journal of English as an International Language is an internationally refereed journal which aims at providing free on-line access to all those involved in the research, teaching and learning of English as an International Language. The first edition was published in April 2007, and the second edition (December 2007) is now on-line. They are available for viewing at http://www.eilj.com/2007_Index.php . We welcome submissions on any aspect of EIL: the global spread of English, the impact of native English(es) on local cultures and languages, the impact of local cultures and languages on native English(es), phonological, lexical, grammatical, discoursal variations in English(es), the perceptions of these variations, intelligibility, corpus studies, bilingualism, multilingualism, language standards and related teaching issues. All submissions should be submitted to eiljournal@gmail.com . For more information about the Journal of English as an International Language, go to http://www.eilj.com . Acar, A. [TESL-L] call for submissions. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 1 Feb 2008).
Source: TESL-L
Inputdate: 2008-02-17 11:41:04
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Title: Call for Submissions: Journal of English as an International Language
Body: The Journal of English as an International Language is an internationally refereed journal which aims at providing free on-line access to all those involved in the research, teaching and learning of English as an International Language. The first edition was published in April 2007, and the second edition (December 2007) is now on-line. They are available for viewing at http://www.eilj.com/2007_Index.php . We welcome submissions on any aspect of EIL: the global spread of English, the impact of native English(es) on local cultures and languages, the impact of local cultures and languages on native English(es), phonological, lexical, grammatical, discoursal variations in English(es), the perceptions of these variations, intelligibility, corpus studies, bilingualism, multilingualism, language standards and related teaching issues. All submissions should be submitted to eiljournal@gmail.com . For more information about the Journal of English as an International Language, go to http://www.eilj.com . Acar, A. [TESL-L] call for submissions. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 1 Feb 2008).
Source: TESL-L
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Title: Call for Papers: 2009 LTTC International Conference on English Language Teaching and Testing
Body: The Language Training and Testing Center (LTTC) in Taipei, Taiwan is pleased to announce a call for proposals for the 2009 LTTC International Conference on English Language Teaching and Testing, to be held on March 5-7, 2009 at The Language Training and Testing Center, Taipei, Taiwan. Theme: A New Look at Language Teaching and Testing: English as Subject and Vehicle Plenary speakers: - Prof. Lyle F. Bachman (University of California, Los Angeles) - Prof. Geoffrey K. Pullum (University of Edingburgh) - Prof. Yukio Tono (Tokyo University of Foreign Studies) - One additional plenary speakers to be announced All areas of second/foreign language research are welcome, including, but not limited to: · Social and educational impact of language testing and assessment · Review of current language tests · Teaching, testing, and language policy · The local and the global in teaching and testing · Curriculum design and materials development · Interfacing: teaching English language through literature · Information technology and ELT · Corpora in language teaching and testing · Teaching and testing English for specific purposes · English, globalization, and the world today Please see this website for submission instructions and additional updates: http://www.lttc.ntu.edu.tw/Conference2009/index.htm . Deadline for submissions is March 31, 2008. Chin, Shao. [TESL-L] 2009 LTTC International Conference on English Language Teaching and Testing--CALL FOR PROPOSALS. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 9 Jan 2008).
Source: TESL-L
Inputdate: 2008-02-17 11:41:57
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Title: Call for Papers: 2009 LTTC International Conference on English Language Teaching and Testing
Body: The Language Training and Testing Center (LTTC) in Taipei, Taiwan is pleased to announce a call for proposals for the 2009 LTTC International Conference on English Language Teaching and Testing, to be held on March 5-7, 2009 at The Language Training and Testing Center, Taipei, Taiwan. Theme: A New Look at Language Teaching and Testing: English as Subject and Vehicle Plenary speakers: - Prof. Lyle F. Bachman (University of California, Los Angeles) - Prof. Geoffrey K. Pullum (University of Edingburgh) - Prof. Yukio Tono (Tokyo University of Foreign Studies) - One additional plenary speakers to be announced All areas of second/foreign language research are welcome, including, but not limited to: · Social and educational impact of language testing and assessment · Review of current language tests · Teaching, testing, and language policy · The local and the global in teaching and testing · Curriculum design and materials development · Interfacing: teaching English language through literature · Information technology and ELT · Corpora in language teaching and testing · Teaching and testing English for specific purposes · English, globalization, and the world today Please see this website for submission instructions and additional updates: http://www.lttc.ntu.edu.tw/Conference2009/index.htm . Deadline for submissions is March 31, 2008. Chin, Shao. [TESL-L] 2009 LTTC International Conference on English Language Teaching and Testing--CALL FOR PROPOSALS. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 9 Jan 2008).
Source: TESL-L
Inputdate: 2008-02-17 11:41:57
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Title: Call for Papers: 3rd Workshop on Innovative Use of Natural Language Processing for Building Educational Applications
Body: 3rd Workshop on Innovative Use of NLP for Building Educational Applications ACL 2008 Workshop: Columbus, Ohio, June, 2008 WORKSHOP DESCRIPTION Natural Language Processing based applications have had a profound effect on education in the areas of assessment and instruction. Early applications focused on writing for automated essay scoring, short-answer response scoring in assessment and intelligent tutoring, and grammatical error detection for proofreading. More recently, NLP has been introduced into additional educational contexts, including automated scoring of speech and text-based curriculum development for reading support. In addition, the earlier applications for grammatical error detection have greatly improved. Not only has the field improved existing capabilities, but as a community we are generating innovative and creative ways to use NLP in applications for multiple skill sets, including writing, reading, and speaking. The need for, and the rapid development of, language-based capability development in the United States and other Anglophone countries are driven by increased requirements for state/national assessments and a growing population of English language learners. In the past five years, steady growth in the area of NLP-based applications for education has prompted an increased number of workshops which typically focus on one specific aspect of NLP-based educational applications. In this workshop, we solicit papers from all subfields. Submission deadline: March 14, 2008. For submissions information, go to http://www.cs.rochester.edu/~tetreaul/acl-bea.html .
Source: CALICO Discussion List
Inputdate: 2008-02-17 11:42:52
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Title: Call for Papers: 3rd Workshop on Innovative Use of Natural Language Processing for Building Educational Applications
Body: 3rd Workshop on Innovative Use of NLP for Building Educational Applications ACL 2008 Workshop: Columbus, Ohio, June, 2008 WORKSHOP DESCRIPTION Natural Language Processing based applications have had a profound effect on education in the areas of assessment and instruction. Early applications focused on writing for automated essay scoring, short-answer response scoring in assessment and intelligent tutoring, and grammatical error detection for proofreading. More recently, NLP has been introduced into additional educational contexts, including automated scoring of speech and text-based curriculum development for reading support. In addition, the earlier applications for grammatical error detection have greatly improved. Not only has the field improved existing capabilities, but as a community we are generating innovative and creative ways to use NLP in applications for multiple skill sets, including writing, reading, and speaking. The need for, and the rapid development of, language-based capability development in the United States and other Anglophone countries are driven by increased requirements for state/national assessments and a growing population of English language learners. In the past five years, steady growth in the area of NLP-based applications for education has prompted an increased number of workshops which typically focus on one specific aspect of NLP-based educational applications. In this workshop, we solicit papers from all subfields. Submission deadline: March 14, 2008. For submissions information, go to http://www.cs.rochester.edu/~tetreaul/acl-bea.html .
Source: CALICO Discussion List
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