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“She has many. cat?” : on-line processing of L2 morphophonology by Mandarin learners of English
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| 3 |
The Acquisition of Passive Constructions in L2 English by Mandarin Speakers
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| 4 |
Rater Cognition in L2 Speaking Assessment: A Review of the Literature
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 1-24 (2016) (2016)
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Test Fairness in Second Language Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 54-59 (2016) (2016)
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Self- and Peer-Assessment of Speaking
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 68-83 (2016) (2016)
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Language, Migration, and Citizenship in France
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 46-53 (2016) (2016)
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| 8 |
Computer Mediated Collaborative Word Search in Online Tutoring: A Single Case Analysis
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 1-4 (2016) (2016)
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| 9 |
An Interview with APPLE Lecture Speaker Professor Brian MacWhinney
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 1-2 (2016) (2016)
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| 10 |
Embodied Vocabulary Explanation in ESL Group Interaction: A Preliminary Account
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 29-34 (2016) (2016)
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| 11 |
Managing the Participation of a Young Learner: A Multimodal Teacher Practice
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 24-28 (2016) (2016)
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| 12 |
Positive Feedback Loops: Sarcasm and the Pseudo-Argument in Reddit Communities
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 84-97 (2016) (2016)
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| 13 |
Learners’ privilege and responsibility: A critical examination of the experiences and perspectives of learners from Chinese backgrounds in the United States
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 60-63 (2016) (2016)
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| 14 |
Multimodality in the Classroom: An Introduction
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp i-vi (2016) (2016)
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| 15 |
Signaling Learner Stance through Multimodal Resources
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 44-50 (2016) (2016)
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| 16 |
Ignoring Disadvantaged Students: Caveats of the ELA Regents Exam
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 38-45 (2016) (2016)
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| 17 |
The Effects of Visual Input on Scoring a Speaking Achievement Test
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 1-23 (2016) (2016)
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| 18 |
Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 63-67 (2016) (2016)
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Abstract:
Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement is a comprehensive resource that intends to build bridges that promote educational equity, particularly in the areas of instruction and assessment. The book consists of two parts each of which includes four chapters. Part I, entitled “Assessment as a Context for Teaching and Learning: Bridges to Equity,” focuses on the issues of equity concerning the assessment of language learners, more specifically, English Language Learners (ELLs). In the introduction to Part I, Gottlieb provides her rationale for focusing on assessment equity for ELLs, where she mentions the increasing numbers of linguistically and culturally diverse students in U.S. schools, the different life and educational experiences of ELLs, some of whom are refugees and immigrants, the importance of promoting equal educational opportunities for all students as well as these groups of students, and so on. Gottlieb provides some facts showing the changing demographics in U.S. public schools. According to Gottlieb, while language learners is an umbrella term descriptive of all students in pre-kindergarten through twelfth grade, there are also many other terms that can be associated with this population of learners, such as linguistically and culturally diverse students, heritage language learners, English language learners, dual language learners, emergent bilinguals, long-term English language learners, etc. The author lists educators and their primary instructional and assessment responsibilities for the education of language learners, which can serve as a useful guide in determining the varied expectations from different educators in regard to their contribution to comprehensive services for ELLs. Gottlieb describes linguistically and culturally responsive classrooms and schools, and asserts that establishing a responsive learning environment is the only way to optimize learning opportunities and to effectively and equally serve the increasingly heterogeneous U.S. public school student population.
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Keyword:
Applied Linguistics; Assessment; Book review; Education; ELLs; English language; English language learners; Language acquisition; Margo Gottlieb; P118-118.7; PE1-3729; Public school
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URL: https://doaj.org/article/16d1477dd2104230930beef20a087c0f
https://doi.org/10.7916/D89W1NCZ
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| 19 |
Contribution with Hand-Raising in Graduate Student Self-Selection: Bringing Legitimacy to the Focal Shift of Talk
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 35-39 (2016) (2016)
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| 20 |
Commentaries on Validity Issues in Foreign and Second Language Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp i-iii (2016) (2016)
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