Title III Accountability: Behind the Numbers ESEA Evaluation Brief: The English Language Acquisition, Language Enhancement, and Academic Achievement Act

Abstract Using a unique sample of Russian immigrants and native Israelis, we examine the return to English knowledge. Panel and cross-section estimates of the return to English are substantial for highly educated immigrants and natives. Hebrew and English language acquisition contribute to immigrant/native earnings convergence, but most convergence is explained by other factors. While immigrants with low levels of education do not benefit from knowing English, native Israelis may. Conditional on occupation, English and Hebrew acquisition are largely orthogonal. Therefore earlier work on the importance of knowledge of the host-country language (Hebrew) is not significantly biased by unmeasured English knowledge.

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Technology-Based Literacy Approach for English Language Learners

K-12 Education ◽

10.4018/978-1-4666-4502-8.ch042 ◽

2013 ◽

pp. 723-740

Author(s):

Erin L. White

Keyword(s):

English Language Learners ◽

Language Acquisition ◽

Language Learners ◽

English Language ◽

Learning Theories ◽

Literacy Curriculum ◽

English Language Acquisition ◽

Practical Applications ◽

K 12 ◽

Everyday Classroom

There is a growing need to implement an alternative and viable solution in U.S. K-12 schools that will address the ever-growing gap that the rapidly growing English Language Learner (ELL) population presents. This chapter examines various technology-based tools and their potential impact. These technology-based solutions could help to alleviate an already taxed educational system, as well as significantly aid in improving and increasing English language acquisition among the nation’s K-12 ELL population. A review of recent research provides evidence and a strong foundation that supports the integration of these solutions. An ELL Design Quadrant ensures that one follows best practices when integrating technology, and a practical applications section presents examples of contemporary technology with accompanying instructional strategies that educators can utilize in the everyday classroom. Throughout the chapter, references to language acquisition and learning theories provide the evidence and background knowledge necessary to integrate technology into the ELL literacy curriculum, based on sound judgment.

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Technology-Based Literacy Approach for English Language Learners

Technological Tools for the Literacy Classroom ◽

10.4018/978-1-4666-3974-4.ch015 ◽

2013 ◽

pp. 263-279

Author(s):

Erin L. White

Keyword(s):

English Language Learners ◽

Language Acquisition ◽

Language Learners ◽

English Language ◽

Learning Theories ◽

Literacy Curriculum ◽

English Language Acquisition ◽

Practical Applications ◽

K 12 ◽

Everyday Classroom

There is a growing need to implement an alternative and viable solution in U.S. K-12 schools that will address the ever-growing gap that the rapidly growing English Language Learner (ELL) population presents. This chapter examines various technology-based tools and their potential impact. These technology-based solutions could help to alleviate an already taxed educational system, as well as significantly aid in improving and increasing English language acquisition among the nation’s K-12 ELL population. A review of recent research provides evidence and a strong foundation that supports the integration of these solutions. An ELL Design Quadrant ensures that one follows best practices when integrating technology, and a practical applications section presents examples of contemporary technology with accompanying instructional strategies that educators can utilize in the everyday classroom. Throughout the chapter, references to language acquisition and learning theories provide the evidence and background knowledge necessary to integrate technology into the ELL literacy curriculum, based on sound judgment.

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Appraisal Theory

Handbook of Research on Educational Technology Integration and Active Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-8363-1.ch018 ◽

2015 ◽

pp. 358-379 ◽

Cited By ~ 1

Author(s):

Patient Rambe

Keyword(s):

Language Acquisition ◽

Power Relations ◽

English Language ◽

Appraisal Theory ◽

First Year ◽

Esl Students ◽

English Language Acquisition ◽

Asymmetrical Power ◽

Expert Novice

While Writing Centres provide dialogic spaces for student articulation of voice, they insufficiently deal with asymmetrical power relations built into expert-novice conversations, which potentially disrupt novices' democratic expression of their voices. Yet the conversational nature of Facebook presents opportunities for ESL students to express their voices. This chapter: 1) Employs draft essays of first-year ESL students submitted to a Writing Centre to unravel their challenges with asserting their voice, 2) Uses reflective narratives of Writing consultants and ESL students to understand how their English language acquisition is impacted by their appropriation of Facebook and 3) Unravels how Facebook complements the mandate of Writing Centres of developing the academic voice of students. Findings suggest that students lacked confidence in asserting their authorial presence and familiarisation with academic conventions. Students and consultants' essays demonstrated a balanced appropriation of attitudinal and judgement categories and engagement resources, with implications for the potential of Facebook to mediate student expression of their voice.

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Affective Variables from the Applied Linguistics Perspective: A Study of the Saudi Undergraduate Students Majoring in English Language

Journal for the Study of English Linguistics ◽

10.5296/jsel.v8i1.16357 ◽

2020 ◽

Vol 8 (1) ◽

pp. 70

Author(s):

Khaled Elkotb Mahmoud Elshahawy

Keyword(s):

Language Acquisition ◽

Undergraduate Students ◽

English Language ◽

Structured Interview ◽

Influential Factors ◽

Willingness To Communicate ◽

English Language Acquisition ◽

Self Confidence ◽

Study Results ◽

Affective Variables

The present study aimed at indicating the effect of the affective variables (motivation, attitude, self-confidence and willingness to communicate) on the acquisition and learning of English language among the students of Languages and Translation Departments in the Kingdom of Saudi Arabia. The study participants were 40 students (20 males and 20 females) from the students specialized in English language. The study used three instruments: The semi-structured interview, affective variables questionnaire (AVQ) and English language proficiency observation checklist (ELPOC). The study adopted the quasi-experimental design mixed with the qualitative interpretation. The study employed the correlational analysis and the simple liner regression to indicate the relationship between the independent and dependant variables. The findings of the study showed that there is a positive significant relationship between the affective variables (motivation, attitude, self-confidence and willingness to communicate) and the process of English language acquisition as a second language. The study also demonstrated that the most influential factors in the learners' English language acquisition process is their willingness to communicate. Recommendations and suggestions based on the study results were directed to the L2 (EFL/ESL) instructors and all the specialists in English language acquisition and learning.

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