Relevant bibliographies by topics / English language proficiency

Academic literature on the topic 'English language proficiency'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "English language proficiency"

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Kirubai, Mrs Joyce Deva, and Dr J. Joel Dr.J.Joel. "Assessing English Language Proficiency." Indian Journal of Applied Research 4, no. 5 (October 1, 2011): 309–10. http://dx.doi.org/10.15373/2249555x/may2014/89.

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SARFRAZ KHAN, JUNAID, SAIMA TABASUM, OSAMA MUKHTAR, Tahira Bano, and Maryam Iqbal. "ENGLISH LANGUAGE PROFICIENCY;." Professional Medical Journal 19, no. 02 (February 22, 2012): 172–79. http://dx.doi.org/10.29309/tpmj/2012.19.02.2004.

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Introduction: Each year, more than 30,000 students sit in the Government sponsored Entrance Test conducted by University ofHealth Sciences, Lahore for admission in Public and Private Medical & Dental Institutes of Punjab, Pakistan. Objective: In this study, we haveembarked to seek the relationship of the performance of students in the English component of the test and their sciences components scoresand how this English-Science relationship varies amongst the developed and underdeveloped districts of Punjab, Pakistan. Period: Threeyears from 2008 to 2010. Methodology: The sciences components scores of the candidates in MCAT, their scores in English portion in the testand their demographic variables were entered into Statistical Package for Social Sciences (SPSS) v.16. Parametric tests were applied.Results: Nearly 14% of the question paper tests proficiency of the candidates in the English Grammar. The students from thesocioeconomically challenged districts scored less marks in English component as well as in the sciences component of Entrance Test whencompared with the scores of the students of more developed districts (p<0.05). The difference in the mean marks of English and Sciencescomponents of the test when adjusted for weightage was higher in the socioeconomically developed districts (p<0.05). A steady improvementfrom 2008 to 2010 in the scores obtained by candidates in English component of the Entrance Test was observed (p<0.05). Conclusions: Foradmission in Medical and Dental Colleges in Punjab, candidates scoring more than 60% marks in their Higher Secondary School CertificateBoard Examination, have to sit in a uniform Entrance Test in which from the year 2008-2009, candidates from socioeconomically low districtshave performed poorly in both English component and sciences components of test in comparison to the candidates from more developeddistricts. The comparatively lower score is more significant in sciences components of test. The lower scores of the less developed districts,candidates can not therefore be attributed to their low proficiency in the English language but rather to a lower general educational performance.
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Boyd, Monica, and Xingshan Cao. "Immigrant Language Proficiency, Earnings, and Language Policies." Canadian Studies in Population 36, no. 1-2 (December 31, 2009): 63. http://dx.doi.org/10.25336/p6np62.

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This paper addresses two questions: 1) what are the impacts of language proficiency on the earnings of Canadian adult immigrants; 2) what are the current policy responses. Using a five-level scale of English/French language use, our analysis of Public Use Microdata File for the 2001 census confirms the positive association between proficiency in Canada’s charter language(s) and immigrant earnings. Compared to permanent residents who are highly proficient in English and/or French, those with lower levels of proficiency have lower weekly earnings. Quantile regressions reveal that the relative advantage of English/French language proficiency is higher for those in the top quarter of the earnings distribution; conversely, greater penalties exist for immigrants with low levels of language proficiency at the upper end of the earnings distribution. The likely impacts of federal policies on increasing English/French language proficiency of immigrant workers are discussed, focusing on two federal government initiatives for language training and two recent immigration policy changes.
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Foiles Sifuentes, Andriana M., Maira A. Castaneda-Avila, and Kate L. Lapane. "English language proficiency, complete tooth loss, and recent dental visits among older adults in the United States." SAGE Open Medicine 8 (January 2020): 205031212096299. http://dx.doi.org/10.1177/2050312120962995.

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Objectives: This study sought to provide population-based estimates of complete tooth loss and recent dental visits among older adults in the United States by English language proficiency. Methods: We conducted a cross-sectional analysis of the 2017 Medical Expenditure Panel Survey among participants ⩾50 years of age (n = 10,452, weighted to represent 111,895,290 persons). Five categories of language proficiency were created based on self-reported English language ability and language spoken at home (Spanish, Other). Results: The prevalence of complete tooth loss was higher among those with limited English proficiency (Spanish speaking: 13.7%; Other languages: 16.9%) than those proficient in English (Spanish speaking: 5.0%; Other languages: 6.0%, English only: 12.0%). Complete tooth loss was less common among participants for whom Spanish was their primary language, with limited English proficiency relative to English only (adjusted odds ratio: 0.56; 95% confidence interval: 0.42–0.76). Among those without complete tooth loss, dental visits in the past year were less common among participants with primary language other than English as compared to those who only speak English. Conclusions: Complete tooth loss varied by English language proficiency among adults aged ⩾50 years in the United States. Suboptimal adherence to annual dental visits was common, more so in those with complete tooth loss, and varied by English language proficiency.
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Wang, Cen, Sarah Verdon, Sharynne McLeod, and Van H. Tran. "Profiles of Linguistic Multicompetence in Vietnamese–English Speakers." American Journal of Speech-Language Pathology 30, no. 4 (July 14, 2021): 1711–27. http://dx.doi.org/10.1044/2021_ajslp-20-00296.

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Purpose Speech-language pathologists work with increasing numbers of multilingual speakers; however, even when the same languages are spoken, multilingual speakers are not homogeneous. Linguistic multicompetence (aka multi-competence) considers competency across all languages and is associated with multiple demographic, migration, linguistic, and cultural factors. Method This article examines the linguistic multicompetence of adults with Vietnamese heritage living in Australia ( n = 271) and factors associated with varying profiles of multilingualism. Participants completed a self-report questionnaire (available in English and Vietnamese) regarding their language proficiency and associated factors. Results Participants were largely (76.6%) first-generation migrants to Australia. Three distinct profiles of linguistic multicompetence were statistically identified using a cluster analysis: (a) Vietnamese proficient ( n = 81, 31%), (b) similar proficiency ( n = 135, 52%), and (c) English proficient ( n = 43, 17%); that is, half were proficient in both languages. Multinomial logistic regression analyses compared participants profiled as having similar proficiency with those who were more dominant in one language. Factors associated with the Vietnamese proficient group (compared with the similar proficiency group) were that the participants used Vietnamese much more than English with different people across different situations, were more likely to believe that maintaining Vietnamese helped them communicate in English, and earned less. Participants in the English proficient group used English more than Vietnamese with different people across different situations, were more likely to have lived in English-speaking countries longer, were younger in age, and were less likely to believe that maintaining Vietnamese helped improve academic study than those with similar proficiency. Conclusion Undertaking a comprehensive language profile is an important component of any multilingual assessment to enable speech-language pathologists to develop an understanding of different presentations of linguistic multicompetence, engage in culturally responsive practice, and acknowledge that high levels of competence can be achieved across multiple languages. Supplemental Material https://doi.org/10.23641/asha.14781984
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Yustitiasari, Hilda, Esti Junining, and Sahiruddin Sahiruddin. "The Relationship between Language Learning Strategies used by Vocational Students and Level of Proficiency." e-Journal of Linguistics 14, no. 1 (January 31, 2020): 128. http://dx.doi.org/10.24843/e-jl.2020.v14.i01.p13.

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The vocational college students instructed by the teacher to used self-directed learning in learning English outside classroom or during the internship. Due to the requirement of graduation which they should pass the TOEFL test after the internship. The self-directed learning is exercised by managing students’ Language Learning Strategies (LLS) which known could improve language proficiency. Hereby, this study identifies: (1) the language learning strategy used by vocational college learners based on high and low proficient, (2) the relationship between language learning strategy and English proficiency of high proficient, (3) the relationship between language learning strategy and English proficiency of high proficient. The participant of this study is 52 students of Politeknik Kota Malang which willing to complete the Strategy Inventory of Language Learning (SILL) and done the TOEFL test. This study employed correlational research design to identify the relationship between variables which is multiple regression analysis employed in this study. There are six strategies of language learning strategies by Oxford (1990) as the independent variables (predictors) and English proficiency (criterion) as the dependent variable. The result showed that Although, language learning strategy cannot simultaneously predict the English proficiency of high proficient and low proficient, compensation strategy reported as high frequently used by high proficient learners. While metacognitive strategies reported used by low proficient learners.
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Sijali, Keshab Kumar. "English language proficiency level of Higher Secondary level students in Nepal." Journal of Advanced Academic Research 3, no. 1 (February 11, 2017): 59–75. http://dx.doi.org/10.3126/jaar.v3i1.16618.

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The objective of this study is to investigate the proficiency level of English language of higher secondary level students in Nepal regarding their gender, nature of institution, medium of instruction and stream. The subject of this study comprises 529 learners from 22 higher secondary school of academic year 2015/6 among whom an English language proficiency test was conducted. The data obtained were analyzed using mean, Mann-Whitney U-test and Kruskal Wallis H-test of non-parametric test. The result showed that the English language proficiency level of higher secondary level students in Nepal was poor (M = 10.4490). Regarding the gender, the result showed that there was no statistically significant difference between female and male ELT students in their English language proficiency level. However, ELT students of government higher secondary level were found statistically significantly less proficient in English language than that of private higher secondary level .Similarly, the Nepali medium ELT students were found statistically significantly highly less proficient in English language than that of English medium. The result further showed that there was statistically significant difference in the English language proficiency level of higher secondary level students in Nepal from different streams
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Schwarz, Amy Louise, Maria Resendiz, Laura Catarina Herrera, and Maria Diana Gonzales. "A novel approach to assessing language proficiency in adults: A pre-pilot classification accuracy study." International Journal of Bilingualism 25, no. 3 (March 15, 2021): 812–32. http://dx.doi.org/10.1177/1367006921999452.

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Aims and objectives/purpose/research questions: Speech–language pathologists who speak more than one language and who are members of the American Speech–Language–Hearing Association self-identify in one yes/no question whether they have the proficiency level to be bilingual service providers. This research note describes a preliminary attempt to address the very practical issue of whether and in what circumstances Spanish–English bilinguals can accurately judge their proficiency levels in both languages. The research question is: Will bilingual adults accurately identify their first language and second language proficiency levels using a self-assessment when compared to a commonly used standardized norm-referenced test (SNRT) in both formal and informal contexts across the following outcome measures: (a) overall proficiency; (b) listening; (c) speaking; (d) reading; and (e) writing? Design/methodology/approach: Classification accuracy studies require at least 34 participants. Thirty-nine participants completed the commonly used Language Use Questionnaire (LUQ) self-assessment and the commonly used Woodcock–Muñoz Language Survey SNRT (WMLS-III). For this pre-pilot study, participants were Spanish–English bilingual university students. Data and analysis: Forty likelihood ratios (LRs) were calculated. Benchmarks for interpreting LRs for classification accuracy studies were applied to identify the likelihood of an individual being proficient or non-proficient in two languages. Findings/conclusions: For the overall proficiency and formal speaking proficiency outcomes in Spanish, positive LRs met the benchmark for strong agreement. Originality: The current study is the first to show that Spanish–English bilingual adults can accurately judge their Spanish proficiency levels for two specific outcome measures. Significance/implications: These results are important for two reasons. First, they suggest that Spanish–English bilingual adults can accurately judge their overall proficiency levels in Spanish. Second, they identify which outcome measures from the LUQ and WMLS-III should be considered in a future classification accuracy study.
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Andrew, Anthony. "English Medium Instructions on English Language Proficiency." Asian Research Journal of Arts & Social Sciences 4, no. 4 (January 10, 2017): 1–10. http://dx.doi.org/10.9734/arjass/2017/37756.

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a Dominguez De Quezada, Cristina, Danita Alfred, Melinda Hermanns, Danice Brown Greer, Shellye Vardaman, and Maria Amaya. "Language Proficiency and Academic Success of Bilingual Hispanic Nursing Students along the US-Mexico Border." Journal of the American Nurses Association - New York 2, no. 2 (August 23, 2022): 49–59. http://dx.doi.org/10.47988/janany.4491588158643655.2.2.

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Background: The Texas Department of State Health Services reported an enrollment of 29.7% Hispanic heritage students in nursing schools in 2020. Hispanics comprise of 18.5% of the total US population. Hispanic communities are less likely to speak proficient English than non-Hispanic Whites due to lack of language concordance. A diverse nursing workforce is necessary to accommodate the changing community. English as an additional language is frequently identified as a barrier to a nursing degree. This study examined how English proficiency affects nursing academic success of non-BSN and BSN nursing students. Methodology: Non-experimental descriptive quantitative research with two open-ended questions were employed. Students from 27 non-BSN and BSN programs along the U.S.-Mexico border were surveyed. Participants (N = 158) self-reported Grade Point Average (GPAs) on a 4.0 scale and completed two language proficiency instruments, the Language Experience and Proficiency Questionnaire (LEAP-Q) and the English Language Acculturation Scale (ELAS). Participants responded to questions related to strategies that were either beneficial or barriers to their learning and success. Results: Regression of GPA on predictors of English proficiency yielded non-significant models. Convergent validity between the two language proficiency instruments was supported, and reliability was similarly high. MANOVA analysis revealed students on a BSN versus non-BSN program hold higher GPAs. Non-BSN students showed higher Spanish language proficiency than those on a BSN program. Seven themes emerged from the question data, three themes showed that English as an Additional Language (EAL) benefits students (support, communication, and academic resources) and four were barriers to learning (finances, time management, language, and self-perception). Conclusion: A diverse bilingual nursing workforce is essential to meet the future needs of the US. Even though language proficiency did not predict academic success, students enrolled in non-BSN and BSN students who utilized both languages were academically successful.
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Dissertations / Theses on the topic "English language proficiency"

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Wu, Tsui-ping Cindy. "English proficiency in Hong Kong." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3136505X.

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Jorgensen, Mark R. "Teaching the limited English proficiency student." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999jorgensenm.pdf.

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Nelson, Elaine Michelle. "Teachers' Perceptions on English Language Arts Proficiency of English Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3253.

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English learners (ELs) at a middle school in California were not meeting federal accountability requirements in English language arts (ELA). ELs lacking proficiency in ELA often drop out of high school and live in poverty as adults. The purpose of the study was to examine teachers' perceptions of their self-efficacy to implement effective pedagogical strategies to help ELs develop ELA proficiency. A case study design was used to investigate the problem through the lens of second language acquisition theory. The purposeful sample included 11 middle school language arts teachers. Participants completed an online anonymous survey, and responses were analyzed using open coding and analytical coding. The following 3 themes emerged from the data: teachers varied in their perceptions of their efficacy to support ELs, teachers perceived their teacher preparation and professional development experiences to be inadequate in preparing them to support ELs, and teachers blamed students and parents for the lack of proficiency in ELA. A professional development project was designed to address the findings and to help build teachers' pedagogical skills and self-efficacy in instructing ELs. Positive social change may be promoted by increasing teachers' ability to effectively instruct ELs, which will increase their efficacy with this population. ELs will benefit by possessing the reading, writing, and communication skills necessary for high school and postsecondary success and to be competitive in the workforce.
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Tavizón, Jessica Maribel. "The Spanish Language Proficiency of Sequential Bilingual Children and the Spanish-English Language Proficiency Scale." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4222.

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The challenge facing children learning language bilingually has led to efforts to improve the assessment and treatment of language learning difficulties. One of these efforts is the development and validation of the Spanish-English Language Proficiency Scale (SELPS). Previous research has been performed to validate the scale for English language proficiency but not for Spanish language proficiency. Twenty-four sequential bilingual children produced spontaneous narrative language samples that were rated using the SELPS and coded for language sample variables using the Systemic Analysis of Language Transcripts software. Several language sample variables, most notably the Subordination Index, the number of omitted bound morphemes, and the number of code-switched words, were correlated with the SELPS subscale scores and total score. Findings have implications for screening the Spanish language proficiency of Spanish-English bilingual children who are between four and eight years of age.
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Marcum, Jared. "Language Proficiency and Cultural Intelligence in Distance English-Language Learning." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6691.

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The purpose of this study is to explore the viability of an international distance English-language program in the development of language and cultural proficiency. Students participated in tests at the beginning and at the end of the course to determine how well they developed both language and cultural proficiencies. The measures included (a) the computer-administered Oral Proficiency Interview (OPIc) from theAmerican Council on the Teaching of Foreign Languages (ACTFL), (b) ACTFL-aligned assessments of reading, listening, grammar, and vocabulary skills, and (c) the Cultural Intelligence Scale (CQS). In addition, course activities surveys provided additional information about student perceptions of course activities. Participants in this study came from various countries as they prepared to attend a U.S. university in Hawaii.The distance learning program fostered language proficiency through various learning activities, with an emphasis on synchronous dialogue over video chat technologies. In addition to English-language proficiency, the program sought to help students learn to effectively communicate with students from other cultures. Cross-cultural proficiency was fostered through cross-cultural dialogue with tutors, teachers, and other students. Students showed improvement in speaking, listening, vocabulary, and grammar. However, on average, students did not show an improvement in reading proficiency. Students reported that dialogue with tutors and teachers was among the most helpful activities in learning English. Students showed some improvement in cultural proficiency. However, this improvement was not universal across all measures of cultural proficiency. Students reported that certain activities—particularly dialogue with tutors and other students—as helpful in developing cross-cultural proficiencies.This study also investigated the relationship between language proficiency and cultural proficiency. Results were mixed. With a few exceptions, cultural proficiency did not predict a student’s language proficiency at the beginning of the course, during the course, or at the end of the course.
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Wu, Tsui-ping Cindy, and 胡翠萍. "English proficiency in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35757772.

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Beauprez, Nathalie. "Extramural English and English Proficiency : A Teacher’s Perspective on the Influence of Extramural English on the English proficiency of their Students." Thesis, Högskolan Dalarna, Institutionen för språk, litteratur och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37804.

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The umbrella term used in research to imply exposure to the English language outside the classroom is “extramural English”. The impact of the engagement in activities by second language learners of English through extramural activities is generally perceived as positive for language development. The aim of this study is to investigate the perceptions of teachers in Swedish lower secondary school on the influence of online extramural English on the written and spoken English proficiency of students, enrolled in years six till nine, learning English as a foreign language.A qualitative study in the form of an online questionnaire, consisting of open- and closed-ended questions, is used to answer three research questions: 1. What is the overall perspective of English teachers on their students’ proficiency in English and the influence of extramural English? 2. What is the perspective of English teachers on their students’ proficiency in written English and the influence of extramural English? 3. What is the perspective of English teachers on their students’ proficiency in oral English and the influence of extramural English? Teachers clearly believe that oral communication and listening skills benefit more than reading and writing skills from online extramural activities in English.
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Blair, Leslie Alison. "Arabic/English bilingual proficiency in language minority students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ49558.pdf.

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Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.

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In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective.
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Kuti, Laura. "Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2541.

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The purpose of this research study was to conduct exploratory research to examine federally-mandated annual English language proficiency (ELP) assessment of English language learners (ELLs) and their use of accommodations on the assessment. First the researcher provides a review of the literature regarding accommodations provided for ELLs, students with disabilities on English assessments, and ELLs with disabilities on ELP assessments. The researcher examined the literature for differences and similarities between the three types of testing scenarios as well as identifying gaps in the literature for students who are both ELLs and who also have a disability and how their ELP is assessed, taking into account their disability. Based on the research presented in the review of the literature, the researcher provides the results from investigating data related to ELLs with disabilities and specific accommodations used by ELLs with disabilities to contribute to the limited current research available regarding this subgroup and to explore how the annual ELP assessment mandate is actuated at the state, district and classroom levels. The researcher used one state’s existing quantitative ELP assessment data to examine types of accommodations used for ELLs with disabilities on the statewide ELP assessment and then explored potential relationships between specific disabilities and accommodations used. The researcher investigated factors that contribute to the relationships between disabilities, accommodations, and performance on the ELP assessment through qualitative data from interviews with state, district, and school level personnel to further expand on results from the quantitative ELP assessment data.
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Books on the topic "English language proficiency"

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John, Pidcock, and Rycroft R, eds. New proficiency English. Walton-on-Thames: Nelson, 1985.

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Fowler, W. S. New proficiency English. Walton-on-Thames: Nelson, 1985.

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John, Pidcock, ed. New proficiency English. Walton-on-Thames: Nelson, 1985.

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Focus on proficiency. London: Collins E.L.T., 1989.

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Wolf, Mikyung Kim, and Yuko Goto Butler, eds. English Language Proficiency Assessments for Young Learners. New York, NY : Routledge, [2017] | Series: Innovations in language learning and assessment at ETS: Routledge, 2017. http://dx.doi.org/10.4324/9781315674391.

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Singapore), SEAMEO RELC International Seminar (38th 2003. Teaching and assessing language proficiency. Singapore, Republic of Singapore: SEAMEO Regional Language Centre, 2003.

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Authority, Qualifications and Curriculum, ed. Pathways to proficiency: The alignment of language proficiency scales for assessing competence in English language. Nottingham: DfES Publications, 2003.

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D.C. Heath and Company. Heath mathematics: Language connections, for students acquiring English language proficiency. Lexington, Mass: D.C. Heath, 1994.

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Read, John. Assessing English proficiency for university study. Houndsmills,Basingstoke, Hampshire ; New York, NY: Palgrave Macmillan, 2015.

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Munro-Conway, Patricia. Reflections: Developing proficiency in English. Markham, Ont: Pippin Publishing, 1995.

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Book chapters on the topic "English language proficiency"

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Haynes, Lilith M. "Proficiency in Technical English: Lessons from the Bridge." In Language Proficiency, 79–82. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-0870-4_8.

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Maynard, Senko K. "Understanding Interactive Competence in L1/L2 Contrastive Context: A Case of Back-Channel Behavior in Japanese and English." In Language Proficiency, 41–52. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-0870-4_4.

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Eslami, Zohreh R. "Enhancing Your English Language Proficiency." In Second Language Learning and Teaching, 141–50. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34762-8_11.

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Read, John. "Defining and Assessing Academic Language Proficiency." In Assessing English Proficiency for University Study, 110–36. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137315694_6.

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Liu, Jianda, and Mingwei Pan. "English Language Teaching in China: Developing Language Proficiency Frameworks." In Second Handbook of English Language Teaching, 415–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_28.

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Elder, Catherine, and John Read. "Post-Entry Language Assessments in Australia." In Assessing English Proficiency for University Study, 25–46. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137315694_2.

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Liu, Jianda, and Mingwei Pan. "English Language Teaching in China: Developing Language Proficiency Frameworks." In Springer International Handbooks of Education, 1–18. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-58542-0_28-1.

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Poza, Luis E., and Guadalupe Valdés. "Assessing English Language Proficiency in the United States." In Language Testing and Assessment, 427–40. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02261-1_30.

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Poza, Luis E., and Guadalupe Valdés. "Assessing English Language Proficiency in the United States." In Language Testing and Assessment, 1–14. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02326-7_30-1.

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Ockey, Gary J., and Nazlinur Gokturk. "Standardized Language Proficiency Tests in Higher Education." In Second Handbook of English Language Teaching, 377–93. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_25.

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Conference papers on the topic "English language proficiency"

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Шапкин, Денис Вячеславович, Мария Альбертовна Елинсон, and Василя Анатольевна Шарипова. "LANGUAGE CARDS: ENGLISH LANGUAGE PROFICIENCY OF POPULATION." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2022). Crossref, 2022. http://dx.doi.org/10.37539/srp302.2022.57.30.006.

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В статье были рассмотрены лингвистические карты и рассмотрены вопросы о том, из какой информации они составлены, где их можно использовать, и как их можно использовать. The article reviewed Linguistic maps, and addressed questions about what information they are compiled with, where they can be used, and how they can be used.
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Pila, Oniccah Koketso, and Lydia Mavuru. "NATURAL SCIENCES TEACHERS’ PERCEIVED COGNITIVE ACADEMIC LANGUAGE PROFICIENCY (CALP) NEEDS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end080.

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"Teachers Cognitive Academic Language Proficiency (CALP) has been found to be important for meaningful teaching and learning of any subject. Over the years research has focused more on English second language learners’ CALP needs and less on the teachers. Because teachers are the cornerstones who drive the process of teaching and learning in the classrooms, their proficiency in the language of teaching and learning are vital. In the South African context, English is regarded as the official language of teaching and learning from grade 4 onwards despite that both teachers and learners come from diverse linguistic backgrounds where English is a second or third language. Underpinned by the socio-cultural theory as the theoretical framework, the paper reports on a study that determined both in-service and pre-service teachers’ perceived CALP needs when teaching Natural Sciences in multicultural township schools. In a qualitative research approach 12 teachers were randomly selected who comprised of six in-service teachers and six final year pre-service teachers enrolled for a Natural Sciences course at a University in South Africa. Each teacher was interviewed once using a semi-structured interview schedule which allowed them to freely express their perceived CALP needs. The data was analysed using a constant comparative method. Findings from the analysis of data showed that teachers experienced many challenges when teaching Natural Sciences using English, a language different from their home languages and those of their learners. They indicated that because science is a unique language on its own they struggle to spell, pronounce, understand and most importantly to explain to the learners using English. The teachers indicated their little to non-exposure to English other than in the classrooms compared to their home languages. Whilst some of the teachers perceived English as an important language due to its universality, they however indicated that code switching to own home language and those of the learners was inevitable when it comes to meaningfully explain some scientific concepts and processes in a way that learners would comprehend. However, others acknowledged the challenges of using code switching in the linguistic diverse classroom environments. Most teachers suggested training workshops intended to develop them with skills to identify appropriate terms and expressions, and explain complex scientific concepts in English. These findings have implications on both pre-service and in-service teacher professional development programmes."
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Larasati, Angelina Arini, and Masda Surti Simatupang. "Relationship Between English Language Attitude and Proficiency." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.010.

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Nguyen, Van Thieu, Thi Thanh Nhan Vu, and Lyudmila Viktorovna Hochunskaya. "ENHANCING ENGLISH LANGUAGE PROFICIENCY FOR JOURNALISM STUDENTS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1020.

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Lie, Anita, Siti Mina Tamah, Trianawaty, and Fransiskus Jemadi. "Challenges and Resources in Enhancing English Teachers’ Proficiency." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.9-2.

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This study addresses the conflicting views of the role of English as a means of global communication. Responding to the growing need to foster communicative abilities in English, schools in Indonesia are driven to make their students proficient in English. However, the majority of English teachers themselves might not be adequately prepared to use English as a means of communication; improving their English proficiency and the willingness to communicate in English (Clement, 2003) has thus become a matter of concern amidst the prevailing resistance to English as the language of the imperialist. The present study focuses on teachers’ English proficiency, which has been recognized as an important qualification for successful English teaching. Thirty secondary school teachers of English who were participating in an in-service professional development program were asked to self-assess their English proficiencies based on the ACTFL guidelines as well as to identify their challenges and resources. The teachers assessed their proficiencies in interpersonal communication, presentational speaking, presentational writing, interpretive listening, and interpretive reading. The study also conducted in-depth interviews of selected teachers. This study found that teachers strive to build their willingness to communicate in English despite challenges, and still grapple to improve their proficiency. They employ various resources to overcome the prevailing challenges.
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Hüttner, Julia. "Disciplinary language at school: Sites of integration in content-and-language-integrated learning (CLIL)." In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-5.

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The teaching of languages in Europe emphasises the learning of English, increasingly with a view towards using it in a professional and academic environment. One development over the last few decades in response to this demand for more specialised English proficiency has been the introduction of Content-and-Language-Integrated Learning (CLIL). One of the major benefits of CLIL lies in its potential in fostering language abilities that relate directly to the school subjects taught through the integrated learning of new content and new aspects of the foreign language. I aim to contribute here to our conceptualisation of this nexus by positing and presenting evidence for a dual perspective of disciplinary language. This definition embraces both the production of lexico-grammatical and discursive patterns appropriate to the subject being taught and the verbal and multimodal practices associated with acquiring them.
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Lushnikova, Irina I., and Ekaterina A. Drozdova. "ENGLISH LANGUAGE PROFICIENCY – CONNECTING SOFT AND HARD SKILLS." In Current Issues in Modern Linguistics and Humanities. Peoples' Friendship University of Russia, 2019. http://dx.doi.org/10.22363/09321-2019-529-538.

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Williams, Norman, John Beachboard, and Robert Bohning. "Integrating Content and English-Language Learning in a Middle Eastern Information Technology College: Investigating Faculty Perceptions, Practices and Capabilities." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3449.

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The expanding role of English as an international lingua franca has had considerable effects on higher education (HE) provision around the world. English has become the medium of choice for African HE, and its position as a medium of instruction in the Europe and Asia is strengthening (Coleman, 2006; HU, 2009). English-medium tertiary education is also commonplace in the Middle East including the United Arab Emirates (UAE), the context of the present study, where the vast majority of courses at university-level are conducted in English (Gallagher, 2011). The increasing use of English-medium programs presents particular challenges for content-area faculty who are in effect called upon to provide disciplinary instruction to students who may not be adequately language proficient. Furthermore, discipline-specific faculty may find themselves sharing responsibility to further develop their students’ English language proficiency. Information technology related schools face unique challenges. A significant majority of IT faculty come from computer science/engineering backgrounds and speak English as a second or third language. Most courses emphasize the development of technical skills and afford relatively few opportuni-ties for writing assignments. While exploratory in nature, the study proposes to identify and evaluate practices that can help IT colleges better develop their students’ proficiency in English.
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Wang, Chuang. "Relationship Between Self-Efficacy and English Language Proficiency: Meta-Analyses of English Language Learners." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436215.

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Tripathy, Rachel. "Improving English Learner Language Proficiency Through a Multimodal Language Software Platform." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583310.

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Reports on the topic "English language proficiency"

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Perea-Hernandez, Jose. Teacher Evaluation of Item Formats for an English Language Proficiency Assessment. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.436.

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
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Castellanos, Katie. Communication Methods in Healthcare for Latinos with Limited English Proficiency: Physician Language Concordance and Children as Translators. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.252.

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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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Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4463.

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The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.
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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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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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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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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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