Relevant bibliographies by topics / English ELT

Academic literature on the topic 'English ELT'

Author: Grafiati
Published: 10 December 2022
Last updated: 31 January 2023

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Journal articles on the topic "English ELT"

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Takahashi, Reiko. "An analysis of ELF-oriented features in ELT coursebooks." English Today 30, no. 1 (February 5, 2014): 28–34. http://dx.doi.org/10.1017/s0266078413000539.

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Due to its rise as a global means of communication, the English language has been increasingly used by and between non-native speakers (henceforth NNSs), leading to a growing interest in what has come to be known as English as a Lingua Franca (ELF) in English language teaching (ELT). As noted by Jenkins (2006: 159), ‘many of those who start out thinking they are learning English as a foreign language end up using it as a lingua franca’. This suggests that ELT materials need to be developed in ways that correspond with the emerging needs of such language learners. However, ‘the prevailing orientation in […] ELT materials still remains undoubtedly towards ENL [English as a Native Language]’ (Jenkins, 2012: 487). It is not yet clear how well ELF perspectives have been integrated into teaching materials to date.
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Modiano, Marko. "Rethinking ELT." English Today 16, no. 2 (April 2000): 28–34. http://dx.doi.org/10.1017/s0266078400011603.

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Kim, Yong. "Current Trends in ELT." JET (Journal of English Teaching) 1, no. 1 (February 11, 2011): 1. http://dx.doi.org/10.33541/jet.v1i1.48.

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Owing to the use of English as a global lingua franca, the trends in English teaching could probably be well perceived by considering the language’s inseparability from globalization. First of all, since globalization has affected almost the whole aspects of life in the world, English, which is used as the main means of communication in those sectors, is also closely connected to them. Consequently, any consideration of the teaching of English should be linked to them. Secondly, its multiple forms or uses in some specific locations has emerged the phenomena of Englishes and been challenged as the only type to be learned. Finally, the massive use of ICT has also contributed to the many new possibilities of using technology for teaching English.
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Guerra, Luís. "ELF-AWARENESS AND INTERCULTURAL COMMUNICATIVE COMPETENCE IN ELT POLICIES IN PORTUGAL." Estudos Linguísticos e Literários 1, no. 65 (April 24, 2020): 49. http://dx.doi.org/10.9771/ell.v1i65.36468.

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<span lang="EN-US">This study attempts to examine to what extent the concepts of Intercultural Communicative Competence and English as a Lingua Franca are theoretically and practically formulated in some of the most recently implemented European and Portuguese English language teaching documents and, if so, how they are framed to be put into practice in the English language classroom. Overall, the documents analyzed—the <em>Common European Framework of Reference for Languages</em> (2001), the <em>CEFR Companion Volume with New Descriptors </em>(2018), both published by the Council of Europe, and the <em>Essential Learnings</em> (2018), introduced by the Portuguese Ministry of Education—display traditional approaches to the development of intercultural (communicative) competence in the English language classroom failing to truly and consistently represent the current role of English as an international lingua franca.</span>
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Tira Nur Fitria. "Using TED Talks In English Language Teaching (ELT): Supplemental Resources for English Language Teaching (ELT)." SOSMANIORA: Jurnal Ilmu Sosial dan Humaniora 1, no. 1 (March 30, 2022): 36–43. http://dx.doi.org/10.55123/sosmaniora.v1i1.199.

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The objective of this research is to discuss using TED Talks in English Language Teaching (ELT). This research uses the descriptive qualitative method. Based on the findings, it shows that TED Talks can help students learn a variety of skills on English skills such as speaking, listening, and writing skills. In speaking, TED Talks allow the students in listening to a good example of talks/lecturers and to analyze how they are structured and presented. The students can be given the opportunity outside of class to watch selected TED Talks, so these talks are can be analyzed in class and the students are familiar with the language and content. In listening, TED talks are delivered by native English speakers from all over the world which allows the students to see some TED chats about a subject that concerns them, by merely listening to a native English speaker. They can help develop their understanding, vocabulary, and pronunciation skills. In writing, available TED Talks’ transcripts allow the students to read along with the spoken word. This can develop their skills in grammar and vocabulary to hear what is being said quickly. It is important to point out that there are lots of websites or digital channels where the students and teacher can find TED Talks English video which provides speeches or presentations from world inspirational figures from various fields with various interesting topics. These video-based language learning make the students understand the influential TED Talks concepts and explore them more. Teaching English with TED Talks supports every English language program with easy-to-use classroom tools. TED talks are also great resources for teachers like approach to teaching ESL. English Language Teaching by using TED Talks is one of the authentic supplemental resources for English teachers to manage in English language learning programs.
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Vettorel, Paola. "ELF and Communication Strategies: Are They Taken into Account in ELT Materials?" RELC Journal 49, no. 1 (January 10, 2018): 58–73. http://dx.doi.org/10.1177/0033688217746204.

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The complex and varied sociolinguistic reality of World Englishes and English as a Lingua Franca (ELF) has important implications for English Language Teaching (ELT). Besides questioning the validity of the ‘native speaker model’, the complexity of Global Englishes raises several issues, both at a theoretical and at an applied level, particularly for teaching. A plurilithic rather than a monolithic (monolingual/monocultural) perspective is called for, one that can make learners aware of the different roles, contexts, linguistic and functional varieties of English, so that they can be prepared to effectively interact with speakers of different Englishes and in English as a Lingua Franca contexts. Communication strategies have been shown to have a particularly significant role in English as a Lingua Franca communication, that is characterized by negotiation and co-construction of meaning; in these encounters, where different linguacultures meet, ELF speakers employ a range of pragmatic strategies to solve, or pre-empt, (potential) non-understandings often drawing on their plurilingual repertoires, too. Communication strategies can thus be said to play a fundamental role in effective communication, particularly in contexts where English is used as an international Lingua Franca. In this light, it would seem important for ELT materials to include activities aimed at raising awareness and promoting practice of communication strategies, so that they can become an integral part of English as a Foreign Language (EFL) and English as a Second Language (ESL) classroom practices towards the development of communicative ‘capability’. This article will illustrate a study investigating whether ELT materials addressed at Italian upper secondary school students include activities and tasks related to communication strategies. The examination of textbooks published by Italian and international publishers from the 1990s to 2015 shows that, apart from a few interesting cases, consistent attention has not been given to this important area. Implications for further research on the inclusion of communication strategies in ELT will also be set forward.
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Thornbury, S. "English Grammar Today * English Grammar Today Workbook." ELT Journal 66, no. 2 (March 13, 2012): 240–43. http://dx.doi.org/10.1093/elt/ccs002.

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Rindal, Ulrikke. "What is English?" Acta Didactica Norge 8, no. 2 (October 1, 2014): 14. http://dx.doi.org/10.5617/adno.1137.

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This article considers the developing status of English in Norway, both as a language and as a school subject, making predictions about which ontological and epistemological perspectives will influence English language teaching (ELT) in Norway towards 2030. Status quo and predictions for English in Norway is approached from two angles; the development of presiding language beliefs in linguistic science and in ELT practices from the 16th century to the present, and the more recent and rapid development of English as the foremost global language of communication. The article shows how English language beliefs and the status of English are made visible in the national subject curriculum and in the English language practices among Norwegian adolescent learners. The discussion suggests that English is increasingly characterised by those who use it as a second or later language, including Norwegians who negotiate the meanings of English in the ELT classroom. The article predicts that a logical development for Norwegian ELT is increased influence from social constructionist perspectives, in combination with the existing focus on communicative competence. The study shows that global circumstances related to the status of English are reciprocally related to local language beliefs among educational authorities, teachers and students, and that these have major implications for English as a discipline in lower and higher education.
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Eapen, L. "English Next." ELT Journal 61, no. 1 (January 1, 2007): 81–83. http://dx.doi.org/10.1093/elt/ccl050.

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Eastment, D. "Business English." ELT Journal 62, no. 1 (January 1, 2008): 108–10. http://dx.doi.org/10.1093/elt/ccm094.

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Dissertations / Theses on the topic "English ELT"

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Canbolat, Nilay. "Investigating Elt Instructors." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615760/index.pdf.

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This study aims at finding out instructors&rsquo
perceived competencies in Teachers of English to Speakers of Other Languages (TESOL) and Ministry of Education (MONE) competencies, and accordingly exploring strengths and weaknesses of the ELT undergraduate program as well as providing suggestions for a more effective and fruitful program. At the first phase of the research, a questionnaire is given to seventy-five participants, working in the department of Foreign Languages at various universities. For the second phase of the study, an interview prepared in the light of the questionnaire results is conducted with thirty-four of aforementioned participants. The results of this study illustrate that the participants find themselves more competent in learning, language proficiency, planning, instructing, and content than assessing, identity and context, and commitment and professionalism since the participants believe in the need of improving themselves in latter standards. Similarly, they consider the methodology, general education and language components of the ELT undergraduate program effective because they find those components practical and focused during the program while the literature and linguistics components are thought to be ineffective in preparing them for the profession as the methodology of these components, which is not integratedwith ELT enough. Lastly, in the lights of these findings, some suggestions are made for improving the program. For further research, all ELT teachers&rsquo
perceptions in Turkey can be investigated and suggestions for a better undergraduate program can be asked.
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Yip, Pui Lin Christina. "A content analysis of English language teaching (ELT) textbook blurbs : implications for the ELT community in Hong Kong." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/352.

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Aylward, Louise. "Imperialist subtexts? : cultural assumptions and linguistic imperialism in Hong Kong ELT textbooks /." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20272686.

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Canbolat, Nilay. "Integrating Elt Instructors&#039." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615742/index.pdf.

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This study aims at finding out instructors&rsquo
perceived competencies in Teachers of English to Speakers of Other Languages (TESOL) and Ministry of Education (MONE) competencies, and accordingly exploring strengths and weaknesses of the ELT undergraduate program as well as providing suggestions for a more effective and fruitful program. At the first phase of the research, a questionnaire is given to seventy-five participants, working in the department of Foreign Languages at various universities. For the second phase of the study, an interview prepared in the light of the questionnaire results is conducted with thirty-four of aforementioned participants. The results of this study illustrate that the participants find themselves more competent in learning, language proficiency, planning, instructing, and content than assessing, identity and context, and commitment and professionalism since the participants believe in the need of improving themselves in latter standards. Similarly, they consider the methodology, general education and language components of the ELT undergraduate program effective because they find those components practical and focused during the program while the literature and linguistics components are thought to be ineffective in preparing them for the profession as the methodology of these components, which is not integrated with ELT enough. Lastly, in the lights of these findings, some suggestions are made for improving the program. For further research, all ELT teachers&rsquo
perceptions in Turkey can be investigated and suggestions for a better undergraduate program can be asked.
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Hagos, Tewelde Ghebreyohannes. "Teachers' responses to an innovation in ELT methodology in Eritrea." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324029.

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O'Sullivan, Margo. "The development of effective INSET strategies for unqualified and underqualified primary teachers in Namibia : an action research approach." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297943.

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Ainscough, Valerie J. "The interaction between teacher and student expectations : a case study of a Japanese college in Britain." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342152.

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Kuchah, Kuchah. "Context-appropriate ELT pedagogy : an investigation in Cameroonian Primary schools." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/58585/.

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Over the last two decades, many ELT professionals and researchers have called for contextually appropriate forms of ELT pedagogy to be developed, arguing that the dominant discourse on ELT methodology, as promoted by local Ministry of Education (MoE) policy makers around the world, has been largely generated in ideal (North) contexts and so does not reflect the challenging realities of the majority of language teaching and learning contexts in which they are being imposed. Despite these calls, there has been very little research that shows how contextually appropriate ELT pedagogies can be developed. To fill this gap, there is a need for research that develops from the bottom-up by relying on input from teachers and learners who constitute the major stakeholders in the teaching and learning process. This study, therefore, set out to investigate students' and teachers' perspectives regarding what counted as good and appropriate English language teaching in two English medium primary school contexts in Cameroon. To achieve this, data was collected through classroom observation, friendship group interviews with children and stimulated recall with teachers from six English medium primary schools from Yaounde and Buea. A further two-day workshop group discussion based on videoed lessons from the six classrooms was organised with 30 teachers in both research sites. The findings of this study revealed that teachers and students possess shared, but also - in some respects - divergent notions of good/appropriate ELT pedagogy which are largely different from MoE enforced methodological procedure, and it is these notions - rather than what the Ministry says - that have the biggest impact on their experiences and practices. The study also revealed that, in exploring insights into their, as well as students’ perspectives on good teaching, teachers in the workshops were able to develop new ideas about appropriate teaching which took on board ideas from children’s perspectives as well as successful practices from the videoed lessons of their colleagues. These findings highlight the potential contribution of a bottom-up research approach to teacher development which takes account of context in the process of generating and disseminating good practice.
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Hague, Elizabeth. "The role of gesture in British ELT in a university setting." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314024.

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Kasim, Varli A. "A study into English language teaching in Turkey : assessing competencies in speaking and writing." Thesis, University of Bristol, 2001. http://hdl.handle.net/1983/95ebbfd5-cc06-4f8f-9062-1f1f3a032543.

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Books on the topic "English ELT"

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Lopriore, Lucilla. Buzzwords in ELT: Unveiling English. Roma: Anicia, 2012.

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Colin, Granger, ed. The Heinemann ELT English grammar. Oxford: Heinemann International, 1992.

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BRITISH BROADCASTING CORPORATION. BBC English by radio: ELT debates. London: BBC Publications, 1986.

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1945-, Roberts Jon, ed. Evaluation in ELT. Oxford, UK: Blackwell, 1994.

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Dalzell, Sally. English in perspective. Oxford: Oxford University Press, 1991.

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Dalzell, Sally. English in perspective. Oxford: Oxford University Press, 1991.

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Brieger, Nick. Advanced international English. London: Cassel, 1992.

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Orlova, Natalia, and Haase Christoph. ELT: Converging approaches and challenges. Newcastle upon Tyne: Cambridge Scholars Pub., 2011.

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National, Seminar on English Language Teaching (2004 Putrajaya Malaysia). English language teaching: Transition in ELT : challenges and prospects. [Bangi, Selangor, Malaysia]: Faculty of Education, Universiti Kebangsaan Malaysia, 2004.

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National Seminar on English Language Teaching (2004 Putrajaya, Malaysia). English language teaching: Transition in ELT : challenges and prospects. [Bangi, Selangor, Malaysia]: Faculty of Education, Universiti Kebangsaan Malaysia, 2004.

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Book chapters on the topic "English ELT"

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Pinter, Annamaria. "Secondary ELT." In The Routledge Handbook of English Language Teaching, 367–79. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-31.

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Gray, John. "ELT materials." In The Routledge Handbook of English Language Teaching, 95–108. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-10.

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Enever, Janet. "Primary ELT." In The Routledge Handbook of English Language Teaching, 353–66. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-30.

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Din, Kamal Ud. "The ELT." In Understanding English Language Teaching in EFL Context, 100–106. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003368878-7.

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Hovhannisyan, Gayane R. "Incorporating Intercultural Research into ELL/ELT in Oman." In English Education in Oman, 85–102. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0265-7_6.

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Hall, Graham. "ELT in the world." In Exploring English Language Teaching, 238–56. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017] | Series: Routledge Introductions to Applied Linguistics: Routledge, 2017. http://dx.doi.org/10.4324/9781315193380-12.

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Frankenberg-Garcia, Ana. "Corpora in ELT." In The Routledge Handbook of English Language Teaching, 383–98. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-33.

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Din, Kamal Ud. "The ELT Approaches." In Understanding English Language Teaching in EFL Context, 43–61. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003368878-4.

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Llurda, Enric. "‘Native speakers’, English and ELT." In The Routledge Handbook of English Language Teaching, 51–63. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-6.

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Jacobs, George M., and Willy A. Renandya. "Student-Centred Learning in ELT." In English Language Teaching Today, 13–23. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_2.

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Conference papers on the topic "English ELT"

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Wang, Yang-Yu. "Bringing ELF into Chinese ELT Classrooms: A Focus on English Pedagogies." In 7th International Conference on Social Science and Higher Education (ICSSHE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211122.058.

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Vula, Elsa. "Cognitive linguistics approach from ELT (English Language Teaching)." In The 3rd Virtual Multidisciplinary Conference. Publishing Society, 2015. http://dx.doi.org/10.18638/quaesti.2015.3.1.214.

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Yusniawati, Ni Luh Putu Indah, and Yuni Budi Lestari. "The Potential of Local Culture in English Language Teaching (ELT): A Response Paper to Domination of English Material in ELT." In 2nd Annual Conference on Education and Social Science (ACCESS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.098.

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Asmiyah, Siti, Fitriah, and Fajar Kresno Alwiyono. "Are We Catering Our Students? Teacher Feedback and Student Preference in ELT." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.024.

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Mairi, Salam. "Task-Based Language Teaching: A Lesson Plan Proposal For Indonesian ELT Context (A Consideration Before Integrating ICT in ELT)." In Proceedings of the Sixth of International Conference on English Language and Teaching (ICOELT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoelt-18.2019.28.

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Ningsih, Kurnia. "The Function of Culture and Literary Works in ELT." In Proceedings of the Sixth of International Conference on English Language and Teaching (ICOELT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoelt-18.2019.13.

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Solihat, Dadang, Nida Asikin, Nani Thamrin, Fahrus Fadhly, and Siska Febriyanthi. "The Implementation of Autonomous Learning in English Language Teaching (ELT)." In Proceedings of the 2nd Universitas Kuningan International Conference on System, Engineering, and Technology, UNISET 2021, 2 December 2021, Kuningan, West Java, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.2-12-2021.2320223.

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Nair, Ramesh. "Keeping Up with The Rainbow of Faces: Representation In ELT Resources." In The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.03.

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Kou, Furong. "China English as a Variety of English and its Implications on ELT in Chinese Context." In 2nd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccese-18.2018.108.

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Li, Gengyan. "Incorporating World English into ELT in Chinese Universities: Issues and Strategies." In 2016 International Conference on Education, Management Science and Economics. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemse-16.2016.22.

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Reports on the topic "English ELT"

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Armas, Elvira G., Magaly Lavadenz, Natividad Rozsa, and Gisela O’Brien. English Learner Master Plan Playbook: Developing Equitable Local Policies for Multilingual and English Learners Students. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.elmasterplan2021.

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The education of English Learners (ELs) is informed by federal, state, and local policies, research and practice. The EL Master Plan is the Local Education Agency’s (LEA) policy document that has the potential to positively impact the educational programs, practices and experiences of ELs. Aligned and informed by California’s English Learner Roadmap policy as well as federal requirements, this playbook is a guide for educational partners to use to achieve four goals in their LEAs EL Master Plans: (1) equitable, coherent, and sustainable systems; (2) equity-driven processes to deliver research-based programs and practices; (3) effective family-community engagement; and (4) accountability models that ensure EL students’ success. The authors include a variety of tools and processes for LEA’s to use in the development of their EL Master Plan.
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Armas, Elvira, Magaly Lavadenz, and Laurie Olsen. Falling Short on The Promise to English Learners: A Report on Year One LCAPs. Center for Equity for English Learners, 2015. http://dx.doi.org/10.15365/ceel.lcap2015.2.

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California’s Local Control Funding Formula was signed into law in California in 2013 and allowed districts the flexibility to meet their student needs in locally appropriate manners. One year after its implementation, a panel of 26 reviewers, including educators, English Learner (EL) advocates, and legal services staff reviewed the Local Control and Accountability Plans (LCAPs) to understand how districts employ this flexibility to address the needs of ELs. The report uses the English Learner Research-Aligned LCAP Rubrics with 10 focus areas, and reviews sample LCAPs from 29 districts, including districts with the highest numbers/percentages of English Learners in the state, districts representative of California’s geographic Regions, and districts providing quality EL services. The review centers around four questions of the extent to which first-year LCAPs: (1) specify goals and identify outcomes for ELs, (2) identify action steps and allocate funds for increased or improved services for all types of ELs, (3) reflect research-based practices for achieving language proficiency and academic achievement for English Learners in their actions, programs and services, and (4) are designed and implemented with EL parent input as reflected in stakeholder engagement. The results indicate that overall, the LCAP is inadequate as part of the state’s public accountability system in ensuring equity and access for ELs. Six key findings were: (1) difficulty in discerning funding allocations related to EL services and programs; (2) inability to identify districts’ plans for increased services for ELs; (3) lack of explicitly specified services and programs aligned to EL needs; (4) weak approach or missing English Language Development (ELD) or implementation of ELD standards in most LCAPs; (5) weak/inconsistent representation of EL parent engagement; and (6) lack of EL student outcome measures. The authors also present detailed findings for each focus topic and offer district and state level recommendations.
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Murillo, Marco. Examining English Learners’ College Readiness and Postsecondary Enrollment in California. Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.policy.8.

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Given a growing asset-based approach to equipping English Learners (ELs) with the knowledge and skills to enter and succeed in postsecondary education, this brief examines ELs’ college readiness and postsecondary education outcomes in California. It includes a brief summary of relevant literature on college readiness among EL students. Researchers then present data retrieved from the California Department of Education on college readiness and postsecondary education. The results show that EL students lack access to college preparatory courses, have a low rate of meeting the state’s College/Career Indicator, and enroll in postsecondary education at lower rates than other groups. This policy brief concludes with recommendations for state-, district-, and school-level improvements for ELs’ college readiness and postsecondary enrollment.
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Olsen, Laurie, Elvira Armas, and Magaly Lavadenz. A review of year 2 LCAPs: A weak response to English Learners. Center for Equity for English Learners, 2016. http://dx.doi.org/10.15365/ceel.lcap2016.1.

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A panel of 32 reviewers analyzed the Local Control and Accountability Plans (LCAPs) of same sample of 29 districts for the second year of implementation of the 2013 California Local Control Funding Formula (LCFF). Using the same four questions as the Year 1 report, the Year 2 analysis also addresses the key differences between first and second-year LCAPs. Key findings from the Year 2 LCAPs review include: (1) similarly weak responses to the needs of ELs by LEAs in Year 2; (2) some improvement in clarity about services provided to ELs in some areas, though most evidence was weak; (3) minimal attention to the new English Language Development Standards; (4) minimal investment in teacher capacity building to address EL needs; (5) lack of attention to coherent programs, services and supports for ELs and failure to address issues of program and curriculum access; (6) weak engagement of ELs’ parents in LCAP process and content of LCAP plans; (7) poor employment of EL data to inform LCAP goals and weak use of EL indicators as an LCAP accountability component; (8) lack of specificity in describing district services and site allocations for supplemental and concentration funding; and (9) difficulty identifying the coherence of responses of EL needs in year 2 LCAPs. Overall, the analysis of the 29 LCAPs continue to signal a weak response to EL needs. The authors reassert the urgency of the recommendations in the Year 1 report, offer additional specific recommendations for the state, county offices of education, and districts, and call upon the state to reaffirm the equity commitment in the LCFF design.
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Cadiero Kaplan, Karen, Magaly Lavadenz, and Elvira Armas. Essential Elements of Effective Practices for English Learners. Center for Equity for English Learners, 2011. http://dx.doi.org/10.15365/ceel.policy.9.

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One of the most powerful variables for English Learner success is the quality of their teachers. This policy brief published by Californians Together (1) provides a synthesis of effective practices for instructing ELs; (2) presents four research-based essential elements critical for EL program implementation, teacher reflection, and monitoring of teacher effectiveness; and (3) concludes with program and policy recommendations. Three key areas for policy action are prioritized: (1) District and state level policies must require that local and state leadership support the implementation of these essential elements; (2) Alignment of fiscal and human resources must be targeted to ensure that teachers are provided with professional development, materials and curricular program supports required to implement these key elements leading to English learner success; and (3) Teacher preparation and credential requirements need to incorporate the four critical elements of effective practice for success with English Learners.
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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>
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Lavadenz, Magaly, and Gisela O’Brien. District Administrators' Perspectives on the Impact of The Local Control Funding Formula on English Learners. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.6.

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Two years into implementation, this policy brief examines how California’s Local Control Funding Formula (LCFF) and its accompanying Local Control Accountability Plan (LCAP) meet the needs of English Learners (ELs). Researchers seek to understand district administrator perspectives on the impact of LCFF for ELs through interviews and focus groups with administrators that represent districts from Northern, Central, and Southern California. Findings reveal that although the LCAP serves as a mechanism to increase personnel and PD efforts to address EL needs, it is still largely viewed as a compliance document that requires alignment with other strategic documents and is sensitive to changes in leadership. The following policy recommendations are made as a result of these findings: 1) re-design the LCAP to support districts in specifying EL learning goals, services, assessments and expected outcomes; 2) differentiate support for district administrators; and 3) invest (long-term) in district-level and site-level professional development with a focus on EL success.
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O’ Brien, Gisela, Magaly Lavadenz, and Elvira Armas. Project-Based Learning for English Learners: Promises and Challenges. CEEL, 2014. http://dx.doi.org/10.15365/ceel.article.2014.1.

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In this article the authors explore project-based learning (PBL) as an avenue for meeting the needs of English learners against the backdrop of both the 2010 California Common Core State Standards and the 2012 English Language Development Standards. They begin with a definition and brief history of PBL. The authors then propose and expanded version of PBL that considers the unique linguistic needs of ELs and conclude with two promising examples from two California school districts.
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Gold, Norman, Magaly Lavadenz, Martha Hernández, and Shelly Spiegel-Coleman. Equitable and Fair Assessments of English Learners in California’s New Assessment System. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.1.

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This article focuses on the assessment needs that are unique to English learners (ELs) and provides a comprehensive set of recommendations regarding their equitable and fair assessment. Specific recommendations are provided for when to assess ELs, accommodations for ELs, and the budget and infrastructure that necessary to support these accommodations. The authors expect that these recommendations resonate with state leaders and policymakers as the state of California transitions to a new state assessment system.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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