Relevant bibliographies by topics / Academic English

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Academic English'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Academic English"

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Ventola, Eija. "Finnish writers' academic English." Functions of Language 1, no. 2 (January 1, 1994): 261–93. http://dx.doi.org/10.1075/fol.1.2.05ven.

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The paper illustrates how many Finnish writers tend to have difficulties coding references to text participants appropriately in their English texts. When organising their texts thematically, Finnish writers also appear to apply thematic patterns which are not typical of English texts. In addition, Finnish writers do not seem to utilise the possibilities of the interplay between the REFERENCE and THEME systems at their textual optimum. The insights into the textual analysis of FL-scientific writing presented here may prove useful when applied linguists are facing the challenge of designing courses for academic writing in a foreign language, courses which will develop learners' consciousness and linguistic skills in organising information in texts in a way which is referentially and thematically cohesive.
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Murphy, Amanda C. "English for Academic Purposes." System 53 (October 2015): 167–68. http://dx.doi.org/10.1016/j.system.2015.07.011.

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Shaw, Philip. "English for academic purposes." English for Specific Purposes 20, no. 2 (2001): 197–200. http://dx.doi.org/10.1016/s0889-4906(00)00017-x.

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OAKEY, DAVID. "Excel at Academic English." ReCALL 12, no. 2 (November 2000): 221–22. http://dx.doi.org/10.1017/s0958344000230929.

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Flowerdew, John. "English for academic purposes." Journal of English for Academic Purposes 20 (December 2015): 56–57. http://dx.doi.org/10.1016/j.jeap.2015.05.010.

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Zeiny, Esmaeil. "Academic Imperialism." Asian Journal of Social Science 47, no. 1 (March 12, 2019): 88–109. http://dx.doi.org/10.1163/15685314-04701005.

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Abstract When the disintegration of Western colonies in Africa and Asia ended the formal colonialism, the structures of dependency remained intact and were mushroomed to other countries in the region. One such dependency is academic dependency in which universities in much of Asia and Africa follow the curricula introduced in the colonial era. Although scholars put a great deal of efforts in challenging this academic imperialism, this dependency has been promoted by departments such as Department of English. Whereas “World Literature in English” or “Literary Studies” is gaining momentum around the world, the English literature programmes in Iranian universities are celebrating the Anglo-American canonical literature. By drawing on Syed Hussein Alatas’ concepts of “academic dependency,” this paper examines how the English literature programmes in Iran are promoting academic imperialism, which prompts the urgency of decolonisation of English literature. It also reveals how this decolonisation can be taken to its ultimate conclusion.
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Xie, Jianping. "Chinese MAs’ Evaluation in English Academic Writing: A Student-oriented Perspective." Journal of Language Teaching and Research 11, no. 5 (September 1, 2020): 739. http://dx.doi.org/10.17507/jltr.1105.08.

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Though it is well acknowledged in the academia that constructing authorial evaluation is important in English academic writing, L2 novice writers’ views of and attitudes towards evaluation, which can help to understand their problematic evaluation demonstration in English academic writing, is generally underexplored. To address this gap, this study aims to investigate Chinese MA students’ views of and attitudes towards evaluation in English academic writing, especially in the subgenre of literature review. To achieve this end, a semi-structured questionnaire survey among 174 Chinese MAs of Applied English Linguistics as well as interviews was conducted. Quantitative and qualitative data analyses show that the majority of the Chinese students have recognized the importance and necessity of evaluation in English academic writing, and their understandings of evaluation are generally accurate and in compliance with the institutionalized nature of academic writing. However, there are still quite many students possessing inadequate knowledge and underestimation of evaluation in English academic writing, which can partly be attributed to the general underplay of evaluation demonstration in the pedagogy of English academic writing and by supervisors as well. Explicit instruction on evaluation in the teaching of English academic writing as well as postgraduate supervisors’ attention to and guidance in students’ constructing authorial evaluation are therefore appealed for by the study.
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Shelenkova, Irina, and Laula Zherebayeva. "Academic mobility development in Turkey via English for specific purposes." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 5 (September 30, 2019): 75–81. http://dx.doi.org/10.18844/prosoc.v6i5.4376.

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Special skills, abilities and knowledge, necessary for professional growth and/or education in a foreign academic environment can be developed by means of foreign language learning. English language training in the context of academic mobility development should be based on high educational quality; advanced level of English demonstrated by students and academics; their informational, social and cultural preadaptation. The aim of the research is to apply this concept in practice and make Turkey more attractive for academics and students from other countries. The main result of the research will be the creation of the coursebook ‘Study, Teach and Research in Turkey. English for Academic Mobility’ for Intermediate/Upper-Intermediate learners, including Students’ Book, Teachers’ Book, DVD with audio and video material. The course development involves several stages. The course can be useful for university students and academics and language courses in Turkey and abroad. Keywords: Academic mobility; cultural preadaptation; higher education; teaching English.
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Olsson, Eva, and Liss Sylvén. "Extramural English and academic vocabulary." Apples - Journal of Applied Language Studies 9, no. 2 (June 23, 2015): 77–103. http://dx.doi.org/10.17011/apples/urn.201512234129.

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In content and language integrated learning (CLIL), where school subjects are taught trough an L2 – in this case English – students often reach higher L2 proficiency levels than students who follow regular education. There are also indications that English encountered and used outside of school, e.g. through books, computer games or films, may be as influential as CLIL instruction for vocabulary growth. However, there is little research on the development of academic vocabulary in this connection, and few studies have considered students’ use of English outside school, when evaluating the effect of CLIL instruction. In this study, male and female CLIL and non-CLIL students’ use of English in their spare time is investigated and compared (N=230). Further, the possible impact of extramural English on students’ progress in academic vocabulary use in writing is investigated. The results indicate that CLIL students use English in their spare time to a significantly greater extent than non-CLIL students. Male CLIL students, who used English outside school most frequently, also included the highest proportion of academic vocabulary in their essays. However, they did not progress more than other students; extramural English does not seem to have any significant impact on progress of academic vocabulary over time.
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Ramanathan, Vai, and Sarah Benesch. "Critical English for Academic Purposes." TESOL Quarterly 36, no. 1 (2002): 119. http://dx.doi.org/10.2307/3588370.

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Dissertations / Theses on the topic "Academic English"

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Kolsaker, Ailsa. "Managerialism and academic professionalism in English universities." Thesis, University of Surrey, 2007. http://epubs.surrey.ac.uk/807465/.

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The purpose of this thesis is to illuminate the relationship between managerialism and academic professionalism. It aims to examine how managerial discourses affect academic professionism and the role played by manager-academics. The research surveyed full-time academic staff at chartered and statutory universities. Employing a mixed methodology and stratified random sampling, a focus group and interviews at various institutions were followed by a quantitative survey in which 7,000 full-time staff were invited to participte; 708 responded. The methodology enabled a comparative analysis of variables such as institutional type, rank, gender and number of years employed as an academic across various structuring contexts including workload, managerialism and professionalism. Mirroring earlier literature, the current research indicates worsening conditions across the sector in terms of workload, bureaucracy, prescription and finding time for research. The contribution of this research is the discovery that despite greater demands, academics appear resilient, demonstrating a high level of normative professionalism and surprisingly little instrumentality. They appear generally ambivalent towards managerialism in universities, tending to blame broader societal and political changes for the worsening conditions. Manager-academics were not rated well however, and were not generally seen as supportive. The implications of these findings for public policy and institutional middle management are discussed. It is concluded that academics are perhaps more resilient than earlier studies suggest; that they can be expected to resist managerial activities that threaten their values and autonomy and that hitherto they have been relatively successful in defending their professionalism. It is suggested that efforts now should be directed towards ensuring that the cadre of professional administrators appointed by universities over the last decade or so actually deal with the administration, allowing academics to concentrate on pedagogy. It is also further suggested that manager-academics abandon bureaucracy as a mode of indirect control and develop more 'hands on' social skills to enable them to manage in a consultative, inclusive and motivating manner. For their part, academics need to be cognizant of the political discourse challenging their professionalism and how new forms of accountability might be built upon to enhance trust, motivation, reflexivity and democratic dialogue in an era driven by economic rationality.
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Mattsson, Kershaw Anneli. "Teaching Academic English to English Learners : A literature Review on Classroom Practice." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-25394.

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The level of fluency in the genre specific language of schooling, also known as Academic English (AE), determines students’ success in school. Government agencies that legislate school policies therefore give teachers the directive to conduct education in ways that promote communicative abilities in academic English across all curricula. While the acquisition of an AE register entails hard work for native English-speaking students it presents an enormous challenge for English language learners (ELLs) who are faced with the triple burden of leaning basic interpersonal communicative skills (BICS) in addition to content knowledge and academic English. Classroom practices, teachers’ training, and students’ cognitive abilities are predictive factors in the successful acquisition of academic English by ELLs. This literature review, which draws on cognitive theory in addition to systemic functional linguistics theory, contributes to the topic of how to most effectively teach AE to ELLs in English speaking classrooms. The results from seven peer reviewed research sources indicate that teaching practices differ depending on the nature of the subject, but that systemic learning theory, scaffolding, and contextual awareness are reoccurring elements. Furthermore, the results imply that there are challenges including that ELLs constitute a very heterogeneous student body with varying cognitive abilities that require a variety of teaching approaches. In addition educators’ attitudes, competences and training in teaching AE across all curricula pose a challenge to the quality of instruction. Further research on the topic could involve making actual classroom observations in addition to conducting teacher interviews in schools that have content and language integrated learning in Sweden to explore what instructional methods are used to teach AE in CLIL- education.
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Wilson, Roy. "The PTE academic and outer circle students : assessing proficiency in English, ownership of English, and academic performance at UK universities." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/90065/.

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This mixed methods study explores the relationship of an academic English language proficiency test - the Pearson Test of English Academic (PTEA) - to the academic performance of its test takers at university. The particular focus is on the English language proficiency and academic performance of students from the “outer circle” (Kachru, 1985), many of whom have an accompanying ownership of English (Norton, 1997, Widdowson, 1994; Higgins, 2003). The implications of this proficiency and ownership of English for admissions, test performance and academic performance, are explored in the two strands of the study. The first strand uses mixed methods including statistical analysis of a large data set of PTEA test scores; analysis of university admissions policy documents; and thematic analysis of interview and survey data. The second strand of the research uses interviews (tutorials) to investigate the interpretability of the test for four individuals from the outer circle (Anglophone West Africa), in particular, looking at what can be inferred from the PTEA score profiles about their English language proficiency at university. The strand investigates whether the test served any purpose for the evaluation of these four individuals’ English language proficiency. The study indicates that there are some statistically significant differences in the proficiency of test takers from the outer circle as compared to the expanding circle (as expressed through mean test scores) according to nationality sub-groups and L1s. Ownership of English is a theme manifested in the educational and social background of the survey and case study participants emerging from thematic analysis of the data. Regarding inferences from test scores, the PTEA score profiles for the four cases do, to some extent, match their actual experiences at university regarding linguistic difficulties encountered on their courses. The case study also reveals other important factors in academic performance which are related to language proficiency but are also part of the adjustment to university experienced by all students including acquisition of academic skills and academic literacy. The study makes a contribution to the study of World Englishes and language testing, in particular the legitimacy of the English of test takers from the outer circle and how they are viewed and processed in the admissions system to UK universities.
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Li, Juan. "Revision strategies in English-second-language academic writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0007/MQ45284.pdf.

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Laib, Nicole A. "Promoting academic success for limited English proficient students." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Laib_N%20MITthesis%202007.pdf.

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Klein, Luciana Conceição. "Brazilian college students': awareness of academic written english." Florianópolis, SC, 2002. http://repositorio.ufsc.br/xmlui/handle/123456789/83640.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
Made available in DSpace on 2012-10-20T01:57:14Z (GMT). No. of bitstreams: 0Bitstream added on 2015-02-04T21:04:36Z : No. of bitstreams: 1 184734.pdf: 13428595 bytes, checksum: 36669ade3412f325017b820ee58e0c11 (MD5)
O objetivo deste estudo é contribuir para o entendimento das atitudes de alunos universitários brasileiros em relação à atividade da escrita acadêmica em língua inglesa e investigar sua consciência em relação aos procedimentos envolvidos no processo da escrita. O estudo se baseia na Teoria da Escrita como Processo Cognitivo de Flower e Hayes (1981) e investiga o entendimento que os sujeitos demonstram do ambiente da tarefa de escrita, dos processos de escrita e da importância do conhecimento prévio para o processo de escrita como um todo. A pesquisa foi conduzida com onze alunos cursando Letras no Centro Universitário de Jaraguá do Sul - UNERJ e dezoito na Fundação Universidade Regional de Blumenau - FURB. O método utilizado na pesquisa consistiu de (1) uma amostra de texto escrito pelos sujeitos, e (2) um questionário para levantar dados referentes à percepção de escrita acadêmica que esses alunos têm, assim como seu envolvimento com a tarefa de escrever em língua inglesa. Os resultados mostraram que os sujeitos desse estudo (1) estão cientes dos processos e sub-processos descritos pelo modelo de Flower e Hayes (1981) e que (2) essa consciência não resulta em uma produção mais fluente de inglês escrito. O estudo também revelou a preocupação dos sujeitos com sua proficiência lingüística principalmente no que se refere à gramática e ao vocabulário. No entanto, o conteúdo a ser transcrito não foi afetado por essas limitações lingüísticas. A conclusão desta dissertação apresenta as limitações do estudo, sugestões para pesquisas posteriores e implicações pedagógicas.
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Haas, Mark J. Neuleib Janice. "Conversations in context a genre-based pedagogy for academic writing /." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9721395.

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Thesis (D.A.)--Illinois State University, 1996.
Title from title page screen, viewed May 26, 2006. Dissertation Committee: Janice Neuleib (chair), Douglas Hesse, Dana Harrington. Includes bibliographical references (leaves 206-218) and abstract. Also available in print.
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Gamaroff, Raphael. "English proficiency testing and the prediction of academic achievement." Doctoral thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17870.

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Includes bibliographical references.
The study investigates the ability of English proficiency tests (1) to measure levels of English proficiency among learners who have English as the medium of teaching and learning, and (2) to predict long-term academic achievement (Grade 7 to Grade 12). The tests are "discrete-point" tests, namely, error recognition and grammar tests (both multiple-choice tests), and "integrative" tests, namely, cloze tests, essay tests and dictation tests. The sample of subjects consists of two groups: (1) those taking English as a First Language subject and those taking English as a Second Language subject. These groups are given the familiar labels of Ll and L2. The main interest lies in the L2 group. The main educational context is a high school in the North West Province of South Africa.
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Fujiwara, Yoshimichi. "Spatial expressions in English and Japanese." Honors in the Major Thesis, University of Central Florida, 1992. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/97.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
English
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Winberg, Dan-Erik. "English Academic Word Knowledge in Tertiary Education in Sweden." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24981.

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The English language has established itself as the academic lingua franca of the world. For example, Swedish universities are mainly using English textbooks in their teaching. For students in tertiary education in Sweden, it is thus necessary to have an academic English vocabulary. This study examines the academic word knowledge of 148 students in different disciplines at a Swedish university. The method used was a vocabulary test. The test design was based on the Vocabulary Levels Test (VLT) and the words were chosen from the Academic Word List (AWL) due to their frequency in academic written texts. There was a rapid decline of the participants' word knowledge the less common the words were according to the AWL. The results indicate that Swedish students’ academic word knowledge in English is generally unsatisfactory, which could make the reading of academic texts troublesome for them.
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Books on the topic "Academic English"

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Alice, Oshima, ed. Writing academic English. 4th ed. White Plains, NY: Pearson Longman, 2006.

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Ann, Hogue, ed. Writing academic English. 3rd ed. White Plains, NY: Longman, 1999.

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Wallwork, Adrian. English for Academic Correspondence. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26435-6.

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Ann, Hogue, and Oshima Alice, eds. Introduction to academic english. 3rd ed. White Plains, NY: Pearson/Longman, 2007.

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English vocabulary for academic success: Practicing academic English words and grammar. [Eugene, OR?]: [Bill Walker?], 2012.

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Olsen, Amy E. Academic vocabulary: Academic words. 5th ed. Boston: Pearson, 2013.

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Olsen, Amy E. Academic vocabulary: Academic words. 4th ed. White Plains, N.Y: Longman, 2010.

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Olsen, Amy E. Academic vocabulary: Academic words. 4th ed. White Plains, N.Y: Longman, 2010.

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Academic vocabulary: Academic words. New York: Pearson Longman, 2004.

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Academic vocabulary: Academic words. 3rd ed. New York: Pearson Longman, 2007.

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Book chapters on the topic "Academic English"

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Hyland, Ken. "Academic interaction." In Specialised English, 91–106. Other titles: Specialized EnglishDescription: Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429492082-8.

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Reinders, Hayo, Linh Phung, and Marilyn Lewis. "Academic Presentations." In Studying in English, 81–92. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-59406-8_6.

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Reinders, Hayo, Linh Phung, and Marilyn Lewis. "Academic Reading." In Studying in English, 93–117. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-59406-8_7.

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Siepmann, Dirk. "Academic Grammar." In German and English, 12–105. London ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003107057-2.

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Siepmann, Dirk. "Academic Vocabulary." In German and English, 106–81. London ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003107057-3.

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Northcott, Jill. "Academic writing feedback." In Specialised English, 214–27. Other titles: Specialized EnglishDescription: Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429492082-16.

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Charles, Maggie. "English for Academic Purposes." In The Handbook of English for Specific Purposes, 137–53. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118339855.ch7.

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Hood, Susan. "Evaluation in Academic English." In Appraising Research: Evaluation in Academic Writing, 1–29. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230274662_1.

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Tardy, Christine M. "English for Academic Purposes." In Handbook of Practical Second Language Teaching and Learning, 55–67. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003106609-5.

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Basturkmen, Helen. "English for Academic Purposes." In Research Questions in Language Education and Applied Linguistics, 51–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_9.

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Conference papers on the topic "Academic English"

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Huang, Weihang. "RE-INVESTIGATING ENGLISH ORIGINS OF NEW ZEALAND ENGLISH VIA PHYLOGENETIC RECONSTRUCTION." In 56th International Academic Conference, Lisbon. International Institute of Social and Economic Sciences, 2020. http://dx.doi.org/10.20472/iac.2020.056.005.

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Cismas, Suzana Carmen. "Novelties in Academic English Testing." In WLC 2016 World LUMEN Congress. Logos Universality Mentality Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.09.27.

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Skoufaki, Sophia, and Bojana Petrić. "Academic vocabulary in an English for Academic Purposes course." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0048/000463.

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Academic vocabulary instruction can be beneficial to students in EMI universities since academic vocabulary knowledge predicts performance in academic tasks. With the aim to inform EAP materials design, this study examines the occurrence and repetition of high-frequency academic vocabulary in the printed teaching materials used in a presessional EAP course at a UK university. Findings indicate that even when EAP teachers do not design materials with the intention to include high-frequency AVL lemmas, as indicated from the interviews, they do include many. However, the average repetition rate of academic vocabulary was below 10 occurrences and, hence, unlikely to lead to incidental vocabulary learning. Implications for research and pedagogy are discussed.
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Sewall, Ethan. "From Academic English to School Discourse: Reconceptualizing Academic Language." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1680687.

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Luo, Yafeng. "Discussion of General English and Academic English in College English Teaching." In 2018 4th International Conference on Education Technology, Management and Humanities Science (ETMHS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/etmhs-18.2018.30.

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Yurko, Nadiya, Iryna Styfanyshyn, Ulyana Protsenko, and Oksana Koval. "THE PECULIARITIES OF ACADEMIC ENGLISH WRITING." In PARADIGMATIC VIEW ON THE CONCEPT OF WORLD SCIENCE. European Scientific Platform, 2020. http://dx.doi.org/10.36074/21.08.2020.v2.37.

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Lee, John, Dariush Saberi, Marvin Lam, and Jonathan Webster. "Assisted Nominalization for Academic English Writing." In Proceedings of the Workshop on Intelligent Interactive Systems and Language Generation (2IS&NLG). Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/w18-6706.

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Dubinina, Galina A. "Transfer From Learning English To Teaching Academic Subjects In English." In Joint Conferences: 20th Professional Culture of the Specialist of the Future & 12th Communicative Strategies of Information Society. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.03.39.

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Anossova, Oksana. "ENGLISH ROMANTIC ESSAY AS A SOURCE FOR ACADEMIC ENGLISH LEARNING." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018h/31/s10.021.

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Seensangworn, Panupong. "WRITING PROBLEMS AND WRITING STRATEGIES OF ENGLISH MAJOR AND NON-ENGLISH MAJOR STUDENTS IN A THAI UNIVERSITY." In 31st International Academic Conference, London. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.031.043.

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Reports on the topic "Academic English"

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Betts, Julian, Laura Hill, Karen Bachofer, Joseph Hayes, Andrew Lee, and Andrew Zau. Effects of English Learner Reclassification Policies on Academic Trajectories. Cambridge, MA: National Bureau of Economic Research, December 2020. http://dx.doi.org/10.3386/w28188.

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Dodson, Eric. Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1638.

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Russell, Margo. A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2022.

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Fetter, Robert. An Examination of the English Vocabulary Knowledge of Adult English-for-academic-purposes Students: Correlation with English Second-language Proficiency and the Validity of Yes/No Vocabulary Tests. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6779.

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Melnyk, Yuriy. Academic Journal Website Model. KRPOCH, 2018. http://dx.doi.org/10.26697/preprint.melnyk.1.2018.

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Background: The tens of thousands of academic journal websites that are on the Internet today often do not have a clear organizational structure for their website. If most of them are convenient enough for readers (if the journal is open access), then many have problems informing authors about the conditions, the process of submitting and reviewing the manuscript. The Editorial Offices empirically populate the journal's website with content that can change dramatically (both in terms of website design and content) as the journal develops. Aim of Study: To develop a website model for an academic journal that takes into account the basic requirements for the preparation, publication, and archiving of high quality scientific manuscripts. Material and Methods: The academic journal website model is based on a structural-functional approach. The website content consists of text and integrated applications. This model takes into account the basic requirements for the preparation, publication, and archiving of high-quality open access scientific manuscripts, as well as the indexing of journal articles by leading indexing agencies. Results: The academic journal website model is structured with the following menu and submenu elements: 1. HOME: 1.1. Journal information; 1.2. From the editorial office; 1.3. Databases, Indexing; 2. EDITORIAL BOARD: 2.1. Editorial board; 2.2. Reviewers; 2.3. Editing and reviewing process; 3. EDITORIAL POLICIES: 3.1. Editorial policies; 3.2. Plagiarism policy; 3.3. Open access policy; 3.4. The ethics codex of scientific publications; 3.5. Disclaimer; 3.6. License terms; 3.7. Terms of publications (fee); 4. ARCHIV: 4.1. Previous issues; 4.2. Current issue; 4.3. Articles online first; 5. INSTRUCTIONS FOR AUTHORS: 5.1. General recommendations; 5.2. Manuscript templates; 5.3. Supplemental materials; 6. STATISTICS: 6.1. Publications; 6.2. Authors; 6.3. Readers; 7. CONTACTS: 7.1. Contact; 7.2. Subscriptions; 7.3. Search. Conclusions: This academic journal website model was implemented for the International Journal of Science Annals (IJSA). Authors and readers of IJSA noted the advantages of the model proposed by the author, including: a convenient and understandable website interface, the availability of the necessary hyperlinks to the pages of the journal's website and external media (sites of indexed agencies, library archives, etc.), convenient search for information on the website and published in the journal articles (by author, publication, text of the article), availability of integrated applications (online submission of manuscripts, filing appeals against the decision of reviewers and complaints about published articles, viewing the interactive printed version of the journal, etc.), availability of templates (for authors, reviewers), availability of multiple formats for archiving articles (PDF, DOAJ, XML, TXT), the ability to choose the style of citing the article and the website language (English, Ukrainian), etc. Keywords: journal, model, website, academic, indexing
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Dunn, Linda. An evaluation of the academic success of students who participated in the English for non-native residents program at Portland State University. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5853.

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Estrada-Miller, Jeimee, Leni Wolf, Elvira Armas, and Magaly Lavadenz. Uplifting the Perspectives and Preferences of the Families of English Learners in Los Angeles Unified School District and Charter Schools: Findings from a Representative Poll. Loyola Marymount University, 2022. http://dx.doi.org/10.15365/ceel.policy.11.

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This research and policy brief uplifts findings from a 2021 poll of 129 LAUSD and affiliate charter school English Learner families. The poll covers a broad range of topics including families’ pandemic experiences in and outside of school, communication with schools, levels of engagement and representation in school-based decisions, and expectations of schools for the future. Findings indicate that: (1) a majority of EL families are engaged and report that they attend school activities; (2) EL families report feeling heard at their school sites and would like more personalized communication like home visits and calls; (3) EL families want more information about their child’s academic and English language development; and (4) EL Families want schools to rethink how they educate students, including more one-on-one academic support and wrap-around services. Based on these findings, the authors make both short- and long-term recommendations for policy and practice. This brief is intended to be used as a supplement to the full report—a joint effort by Great Public Schools Now, Loyola Marymount University’s Center for Equity for English Learners, and Families in Schools which captures perspectives of 500 English learner and non-English learner families.
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