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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 14 of 14 1 Does Portfolio-Based Language Assessment Align with Learning-Oriented Assessment? Evidence from Literacy Learners and their Instructors Abbott, Marilyn L.; Lee, Kent K.; Ricioppo, Sabine. - : University of New Brunswick, 2021. : Érudit, 2021 BASE Show details 2 Does Portfolio-Based Language Assessment Align with Learning-Oriented Assessment? Evidence from Literacy Learners and their Instructors Abbott, Marilyn; Lee, Kent; Ricioppo, Sabine In: Canadian Journal of Applied Linguistics; Vol. 24 No. 2 (2021): Special Issue: Insight, Instruction, and Outcomes: Reflections from the TBLT 2019 conference; 260-285 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 2 (2021): Numéro spécial : Perspectives, enseignement et résultats : réflexions de la conférence de 2019 sur l'ELBT; 260-285 ; 1920-1818 ; 1481-868X (2021) Abstract: A high-stakes Portfolio-Based Language Assessment (PBLA) protocol that was fully implemented in all Language Instruction for Newcomers to Canada (LINC) programs in 2019 requires instructors and students to set language-learning goals and complete, compile, and reflect on numerous authentic language tasks. Due to the language barriers incurred when communicating with beginner English-as-a-second-language literacy learners (BELLs), no PBLA research has been conducted with BELLs. To address this gap, we interviewed 26 BELLs (n = 2 from 13 L1s) and their instructors (n = 4) about their understanding and use of PBLA. Student interviews were conducted with the assistance of bilingual interpreters in the students’ L1s. All the interviews were then transcribed and thematically analyzed in relation to PBLA’s alignment with the six dimensions in Turner and Purpura’s (2016) learning-oriented assessment framework: contextual, elicitation, proficiency, learning, instructional, interactional, and affective. Results have implications for optimizing learning, and task-based instruction and assessment practices in LINC. ; Le protocole d’évaluation linguistique basé sur le portefolio (Portfolio-Based Language Assessment - PBLA) à enjeux élevés a été entièrement mis en œuvre dans tous les programmes des cours de langue pour les immigrants au Canada (Language instruction for Newcomers to Canada - LINC) en 2019. Ce protocole exige que les enseignants et les élèves fixent des objectifs d'apprentissage des langues et accomplissent, compilent et réfléchissent à de nombreuses tâches linguistiques authentiques. En raison des barrières linguistiques rencontrées lors de la communication avec des apprenants débutants en anglais langue seconde peu littératiés, aucune recherche PBLA n'a été menée auprès des apprenants. Pour combler cette lacune, nous avons interviewé 26 apprenants (n = 2 de 13 L1) et leurs enseignants (n = 4) au sujet de leur compréhension et de leur utilisation du PBLA. Les entretiens avec les élèves ont été menés avec l’aide d’interprètes bilingues dans les L1 des élèves. Ensuite, tous les entretiens ont été transcrits et analysés de manière thématique en relation avec l'alignement du PBLA avec les six dimensions du cadre d'évaluation axé sur l'apprentissage de Turner et Purpura (2016): contextuel, élicitation, compétence, apprentissage, pédagogique, interactionnel et affectif. Les résultats ont des implications pour l'optimisation de l'apprentissage et les pratiques d'enseignement et d'évaluation basées sur les tâches dans l'enseignement de la langue pour les nouveaux arrivants au Canada. URL: https://journals.lib.unb.ca/index.php/CJAL/article/view/31338 BASE Hide details 3 The Comparative Effects of Traditional, Vocabulary, and Grammar Instruction on the Reading Comprehension and Fluency of High School English Language Learners Lee, Kent K.. - : University of Alberta. Department of Educational Psychology., 2018 BASE Show details 4 Many roads to success: How high functioning adults with phonological difficulties achieve word reading success Lai, Sandy SY. - : University of Alberta. Department of Educational Psychology., 2015 BASE Show details 5 Many roads to success: How high functioning adults with phonological difficulties achieve word reading success Lai, Sandy SY. - : University of Alberta. Department of Educational Psychology., 2015 BASE Show details 6 Enhancing the Reading of Peer-Reviewed Research in the Teaching English as a Second Language Community ... Rossiter, Marian J; Abbott, Marilyn L.; Hatami, Sarvenaz. - : Alberta Journal of Educational Research, 2014 BASE Show details 7 Bilingual deaf students' phonological awareness in ASL and reading skills in English McQuarrie, Lynn; Abbott, Marilyn In: Sign language studies. - Washington, DC : Gallaudet Univ. Press 14 (2013) 1, 80-100 BLLDB OLC Linguistik Show details 8 The power of story in the ESL classroom Nicholas, Bonnie J.; Abbott, Marilyn L.; Rossiter, Marian J. In: Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association 67 (2011) 2, 247-268 BLLDB OLC Linguistik Show details 9 Teaching pragmatics to L2 learners for the workplace: the job interview Louw, Kerry J.; Derwing, Tracey M.; Abbott, Marilyn L. In: Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association 66 (2010) 5, 739-758 BLLDB OLC Linguistik Show details 10 Teaching Pragmatics to L2 Learners for the Workplace: The Job Interview Louw, Kerry J.; Derwing, Tracey M.; Abbott, Marilyn L. In: Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association 66 (2010) 5, 739-758 OLC Linguistik Show details 11 Z. Dörnyei: Research Methods in Applied Linguistics [Rezension] Abbott, Marilyn L. In: International journal of applied linguistics. - Oxford [u.a.] : Blackwell 19 (2009) 2, 207-209 BLLDB OLC Linguistik Show details 12 English as a Second Language Reading Strategies: : A Confirmatory Approach to Differential Item Functioning Abbott, Marilyn [Verfasser]. - Saarbrücken : VDM Verlag Dr. Müller, 2008 DNB Subject Category Language Show details 13 A confirmatory approach to differential item functioning on an ESL reading assessment Abbott, Marilyn L. In: Language testing. - London : Sage 24 (2007) 1, 7-36 BLLDB OLC Linguistik Show details 14 ESL reading strategies: differences in Arabic and Mandarin speaker test performance Abbott, Marilyn L. In: Language learning. - Hoboken, NJ : Wiley 56 (2006) 4, 633-670 BLLDB OLC Linguistik Show details

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