Relevant bibliographies by topics / Language and literacy

Academic literature on the topic 'Language and literacy'

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Published: 4 June 2021
Last updated: 20 July 2023

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Journal articles on the topic "Language and literacy"

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Hodgson, John. "Literary literacy?" English in Education 53, no. 2 (May 4, 2019): 113–15. http://dx.doi.org/10.1080/04250494.2019.1613093.

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Walter, Stephen L., and Kay R. Ringenberg. "Language Policy, Literacy, and Minority Languages." Review of Policy Research 13, no. 3-4 (September 1994): 341–66. http://dx.doi.org/10.1111/j.1541-1338.1994.tb00611.x.

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Björk, O., and J. W. Folkeryd. "Emergent literary literacy." L1 Educational Studies in Language and Literature 21, Running Issue, Running issue (March 2021): 1–25. http://dx.doi.org/10.17239/l1esll-2021.21.01.03.

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Vold Lexander, Kristin. "Texting and African language literacy." New Media & Society 13, no. 3 (March 23, 2011): 427–43. http://dx.doi.org/10.1177/1461444810393905.

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Mobile communication has become an important part of everyday life in Senegal, and text messages have turned out to be highly multilingual. So far Senegalese language policy has supported the use of the official language, French, in education and in writing in general, while the majority language, Wolof, has dominated the oral sphere. As SMS texts tend to include use of Wolof and other African languages as well as French, the question is whether texting will pave the way for African language literacy practices. The aim of this article is to study texting’s potential impact on the status of African languages as written languages through the investigation of SMS messages written and received by fifteen students from Dakar. Ethnographic tools have been used to collect text messages in Wolof, Fulfulde and French, as well as English, Spanish and Arabic, and also data on the context of communication and on the writers’ and receivers’ interpretations of the use of different languages. The analysis shows that African languages are given different roles and values in texting, being used in monolingual messages, in functional codeswitching and in mixed code messages.
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Howard, Philip G. "Native Language Literacy." section II 38, no. 1 (September 30, 2002): 111–14. http://dx.doi.org/10.7202/003144ar.

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Résumé On présente les langues dénés et on explique comment, à l'aide de cours et d'ateliers déformation subventionnés par le gouvernement des Territoires du Nord-Ouest, on apprend à écrire et à lire à des locuteurs natifs de langues qui n'ont pas de tradition d'écriture. On espère ensuite former des traducteurs et des enseignants.
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Wilkinson, Gay. "Language and literacy." Practical Pre-School 1997, no. 2 (March 1997): 19–20. http://dx.doi.org/10.12968/prps.1997.1.2.41400.

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Hoskins, Barbara. "Language and literacy." Topics in Language Disorders 10, no. 2 (March 1990): 46–62. http://dx.doi.org/10.1097/00011363-199003000-00005.

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Whitmire, Kathleen A. "Language and Literacy." Topics in Language Disorders 25, no. 4 (October 2005): 302–9. http://dx.doi.org/10.1097/00011363-200510000-00004.

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Schillinger, Dean, and Alice Hm Chen. "Literacy and language." Journal of General Internal Medicine 19, no. 3 (March 2004): 288–90. http://dx.doi.org/10.1111/j.1525-1497.2004.40102.x.

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Gibbons, Beryl. "Language and Literacy." British Journal of In-Service Education 13, no. 2 (March 1987): 90–94. http://dx.doi.org/10.1080/0305763870130207.

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Dissertations / Theses on the topic "Language and literacy"

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Proctor-Williams, Kerry. "Language and Literacy." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/1813.

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Lawrence, Tracee Ann Lang Adler Susan A. "First language literacy and second language reading." Diss., UMK access, 2005.

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Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2005.
"A dissertation in curriculum and instructional leadership." Advisor: Susan Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 121-125 ). Online version of the print edition.
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Crerand, Mary E. Lavin. "From first language literacy to second language oracy to second language literacy : the act of writing in a foreign language context." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239369687.

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Vaughn, Jennifer Sykes. "Facilitating language and literacy development: A dual language perspective." Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/10647.

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With an increasingly bilingual population, children have more opportunities for dual language education. Literacy activities at home have been correlated with reading and writing success; however, helping a child learn in a language in which the parent is not fluent could create challenges. Parents of students who attend a K-8 dual language school completed a survey asking how they help their child obtain literacy skills in both languages. Over 200 surveys from both English and Spanish speaking households were analyzed to determine what strategies parents utilize. Follow up interviews were conducted by the investigator to ask additional questions about parent activities and learn if parents had special concerns about the dual language school environment. Reading books was widely chosen by parents when asked what activities they used to help facilitate literacy and language learning in both the home language and secondary language. English speaking families tended to rely more on school functions to help facilitate learning and literacy in Spanish. The Spanish speaking families reported a high usage of TV shows and movies as a tool to help their children develop their second language, English. Although some reported feeling concerned about their children learning two languages at once, the benefits that they saw from the experience outweighed any academic concerns.
Thesis (M.A.)--Wichita State University, College of Health Professionals, Dept. of Communication Sciences and Disorders
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Brunn, Michael Vernon. "Language socialization, literacy and cultural identity: The centrality of heritage languages." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186889.

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This is a Life Story project that examined the relationships between the personal and the cultural identities of American Indian persons and their abilities to speak their heritage languages. More specifically, how Heritage Languages influenced the processes of language socialization, literacy acquisition and the formation of the personal and the cultural identities of American Indian children. The premise of the study was that a child's identity, sense of belonging, literacy acquisition and success in school are interrelated aspects of her/his cultural, social, linguistic and political histories. Through the telling of life stories the underpinnings of culture, language, literacy and socialization processes were explicated as fundamental aspects which constituted holistic life experiences for children. The stories revealed how these constructs and processes were formative of their personal and cultural identities. The importance of Heritage Languages was foregrounded as a central feature in these processes. The discussions with the consultants had three sections: (a) their language and socialization contexts and practices from early childhood to adulthood, (b) their remembrances of literacy acquisition, and (c) their notions concerning the importance of and the efficacy of Heritage Languages as central to identity and to the continuance of their cultures. The findings from this project were used to discuss two interrelated concepts. First, the ways in which Heritage Languages were formative of the cultural identities of persons growing up on and around a Reservation. Second, the ways in which Heritage Languages contributed to literacy acquisition and to their social and academic success in school.
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Sachs, Rebecca. "Phonological awareness in second language literacy." Thesis, Boston University, 2001. https://hdl.handle.net/2144/27757.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02
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Lee, David Y. W. "Modelling variation in spoken and written language : the multi-dimensional approach revisited." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322839.

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Sneddon, Raymonde. "Language and literacy in the multilingual family." Thesis, Birkbeck (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312272.

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Archer, Conroy Annette Lynn. "The acquisition of L2 language and literacy /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7874.

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Jay, Jason T. "Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5707.

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Literacy proficiency is critical for success both in and out of school; yet adolescent English language learners (ELLs) are not performing at the level of their English-speaking peers. This qualitative study focused on ways in which one successful high-school teacher facilitated literacy events as a way to provide language and literacy support for these students. The findings describe the actions of the teacher, the affordances made by these actions, and how the students took up those affordances. Teacher actions included creating a safe and comfortable atmosphere, following a routine, and participating in sharing activities. Affordances included opportunities for using vocabulary and language structures, developing and expressing ideas, and reflecting on meaning of texts. Student actions included various forms of engagement in the activities and content such as speaking up during sharing activities, showing interest in what other students had to say, and not wanting the activities to end. This study helps to inform educators of the potential of literacy events to support both language and literacy development for adolescent ELLs.
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Books on the topic "Language and literacy"

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Yates, Irene. Language and literacy. Leamington Spa: Scholastic, 2000.

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Viv, Edwards, and Corson David, eds. Literacy. Dordrecht: Kluwer, 1997.

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Moeed, Azra, and Brendan Cooney. Language Literacy and Science. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4001-8.

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Levie, Ronit, Amalia Bar-On, Orit Ashkenazi, Elitzur Dattner, and Gilad Brandes, eds. Developing Language and Literacy. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99891-2.

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Carroll, Julia M., Claudine Bowyer-Crane, Fiona J. Duff, Charles Hulme, and Margaret J. Snowling. Developing Language and Literacy. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9780470977460.

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Short, Deborah, and Josefina Villamil Tinajero. Inside: Language, literacy, content. Monterey, CA: National Geographic Learning/Cengage Learning, 2014.

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Skutnabb-Kangas, Tove. Language, literacy, and minorities. London, UK: Minority Rights Group, 1990.

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J, Scholes Robert, ed. Literacy and language analysis. Hillsdale, N.J: L. Erlbaum Associates, 1993.

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al, et, and Albany Bilbe. 4 Language and Literacy (4 Language & Literacy). 4Learning, 2000.

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al, et, and Albany Bilbe. 4 Language and Literacy (4 Language & Literacy). 4Learning, 2000.

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Book chapters on the topic "Language and literacy"

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Barton, David. "Literacy Practices." In English Language, 477–86. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_27.

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Barton, David, Karin Tusting, and Paul Kerswill. "Literacy Practices." In English Language, 413–22. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_27.

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Walsh, Vincent. "Machine Language." In Computer Literacy, 10–15. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-07674-1_2.

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Powell, Pamela, and Jennifer Prior. "Language and Literacy." In Media Rich Instruction, 69–82. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-00152-4_5.

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Carnahan, Christi, and Pamela Williamson. "Language and Literacy." In The SAGE Handbook of Autism and Education, 289–301. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470409.n23.

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Krogh, Suzanne L., and Pamela Morehouse. "Language and Literacy." In The Early Childhood Curriculum, 129–65. Third edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429280764-8.

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Inbar-Lourie, Ofra. "Language Assessment Literacy." In Language Testing and Assessment, 257–70. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02261-1_19.

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Inbar-Lourie, Ofra. "Language Assessment Literacy." In Language Testing and Assessment, 1–14. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02326-7_19-1.

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Lian, Arild. "Literacy and Language." In Language Evolution and Developmental Impairments, 193–228. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-58746-6_6.

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D’Silva, Reginald Arthur, and Lee Gunderson. "Second Language Literacy." In Handbook of Practical Second Language Teaching and Learning, 24–39. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003106609-3.

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Conference papers on the topic "Language and literacy"

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Aleksandrova, Olga M. "Language And Literary Literacy As Components Of Learner’s Functional Literacy." In International Conference "Education Environment for the Information Age". Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.6.

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Pérez-Pereiro, Alberto, and Jorge López Cortina. "Cham Language Literacy in Cambodia: From the Margins Towards the Mainstream." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.15-3.

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The Cham language has been written since at least the 4th Century. As such it is the oldest attested language of all of the Austronesian languages. This literary heritage was transmitted using locally modified forms of Indian scripts which were also used to write Sanskrit. With the loss of Cham territories to the Vietnamese, many Cham became displaced and the literary culture was disrupted. In addition, the adoption of Islam by the majority of Cham led many of those who continued to write to do so in variations of the Arabic script. However, the literary potential of the language in Cambodia has not been fully realized in either script – with village scholars using it almost exclusively for religious tracts and for very limited local audiences. In 2011, the United States Embassy initiated a program to encourage the protection of Cham culture and heritage. This Cham Heritage Expansion Program ran from 2011 to 2017 and resulted in the operation of 13 schools in which over 2,500 students of different ages were taught the traditional Cham script. This effort was accompanied by the development of a now significant number of local Cham intellectuals throughout the country who are dedicating themselves to the expansion of the use of Cham as a written language in all aspects of daily life. This presentation documents the way in which interest in this long-neglected writing system was rekindled, and the new avenues for personal and communitarian expression that are being opened by the propagation of Cham literacy. It also presents current developments in the formalization of Cham language education in the country, including the possibilities of bringing the language into the school system.
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Wijaya A., Rama, Yeti Mulyati, Vismaia S. Damaianti, and Sumiyadi Sumiyadi. "Developing Reading Skills and Beginning Writing through Literary Literacy." In Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.21.

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Alizadeh, Jeyhun. "The structure of computer literacy in schools." In First International Conference "Open Science and Innovation in Ukraine 2022". State Scientific and Technical Library of Ukraine, 2022. http://dx.doi.org/10.35668/978-966-479-129-5-7-13.

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This article examines the structure and content of computer literacy in schools. Ways to distinguish three sets of issues that make up the content of students’ computer literacy are analyzed: covers schools’ algorithmic culture, familiarity with the basic elements of one of the programming languages, programming in that language, and computer skills.
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Hidayat, Nadhifah Rahmadini, and Nila Fitria. "Literacy Theories of Children’s Language Development." In 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.031.

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Charles Manon, Boutin. "Second Language Education in the Early Years:Implications on Literacy Learning." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.796.

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Learning a foreign language is not merely about learning its words and its grammar but is also learning about concepts, intellectual skills and such (Cummins, 2000: 18-19) that l that are usable skills in the first language. Many authors seem to think that this is mostly related to metalinguistic abilities (Bialystok, 2001; Garfinkel et Tabor, 1991; and others, see Gaonac’h: 2006). These skills, during early childhood, seem to be closely linked to later literacy competences, including reading and writing. Indeed, Cummins explains through his CUP theory that these skills are “linked and interdependent” (2001: 18) for additive bilingual subjects, who have a high proficiency in both of their languages. As these researchers worked mostly on balanced bilingualism in children, we are wondering if these advantages could also be seen on monolingual children who learn a second language at school in the pre-literacy years. If this was the case, how would the second-language learning influence and help develop first-language abilities and literacy? Would it be possible to easily develop a method for children in all types of schools, without the g generally high costs (financial and human) of a bilingual education? The aim of this presentation is to explore how this could be effective and if it is, how we could apply this easily in any setting. It uses a c ase-study currently taking place in Paris, France, following 38 French-speaking children during two years from age 5 to age 7.
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Bolshakova, Anastasia Sergeevna. "Development of digital competence and Internet literacy of students in foreign language lessons." In All-Russian scientific and practical conference with international participation. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-103567.

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The article presents an attempt to consider the leading methods and means of developing the digital competence of schoolchildren in the context of the digitalization of language education. It is noted that the most important component of teaching foreign languages ​​is the connection of the taught discipline with reality. In the era of digital technologies, ICT competence, digital competence, digital literacy, media literacy, Internet literacy, which need to be developed in order to more effectively solve the tasks set by schoolchildren, become integral competencies. The following teaching methods and tools aimed at developing the above competencies are considered: Quizziz, Kahoot, Quizlet and Learnis online platforms; interactive Internet resource Learning apps; video podcasts; PROClass knowledge quality monitoring system.
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Tabuldina, Assel, and Zhanar Eskazinova. "DEVELOPMENT FEATURES OF STUDENTS' FUNCTIONAL LITERACY THROUGH TEXTS IN FOREIGN LANGUAGE LESSONS." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(30).

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The growing role of foreign language linguistic competence and especially foreign language functional literacy of a specialist requires a revision of the theoretical foundations and approaches to teaching writing in English in a modern university. This article defends the thesis that the development of linguistic competence through the prism of translation competence plays an important role in the development of foreign language functional literacy. The presented work clarifies the concept of foreign language functional literacy of students through the prism of translation competence and foreign language linguistic competence; recommendations are offered for the further development of a model for the formation of functional literacy in the process of teaching a foreign language in a non-linguistic university.
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Wahyu, Rahma, and Sinollah Sinollah. "Digital Literacy of Students Using R Language." In Proceedings of The 6th Asia-Pacific Education And Science Conference, AECon 2020, 19-20 December 2020, Purwokerto, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.19-12-2020.2309173.

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Susanti, Ari, Mustaji Mustaji, and Umi Anugerah Izzati. "Entering Children’s Literacy Through Whole Language Approach." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.4.

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Reports on the topic "Language and literacy"

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Sweeney, Philip. Taiwanese Language Medical School Curriculum: A Case Study of Symbolic Resistance Through The Promotion of Alternative Literacy and Language Domain Norms. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.938.

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Nakamura, Pooja, Adria Molotsky, Rosa Castro Zarzur, Varsha Ranjit, Yasmina Haddad, and Thomas de Hoop. Language of instruction in schools in LMICs: A systematic review - evidence brief. Centre for Excellence and Development Impact and Learning (CEDIL), April 2023. http://dx.doi.org/10.51744/ceb11.

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Over the last 50 years, schooling has expanded dramatically in most low- and middle-income countries (LMICs). However, while children are in school more than ever before, on average, over 50% of them are not acquiring foundational literacy and numeracy skills, and that proportion is expected to increase to 70% over the coming years due to the Covid-19 pandemic.1 Although a myriad of factors contributes to this learning poverty, the role of language is essential as all learning happens in and through language. This systematic review, funded by the Centre of Excellence for Development Impact and Learning and supported by UK aid from the UK Government, examined the impact of language of instruction (LOI) policies – especially LOI transition policies – on literacy and biliteracy outcomes for primary school children across LMICs. Nearly 40% of students in LMIC’s are educated in languages they do not use or understand (World Bank, 2021). In addition, nearly all LMIC’s students need to transition to a new LOI by the end of upper primary school, even though very little is known of when and how this transition should be made.
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Magleby, Alfred R. Combat Literacy: Creating a Command Climate With Greater Appreciation for the Operational Role of Foreign Language. Fort Belvoir, VA: Defense Technical Information Center, October 2009. http://dx.doi.org/10.21236/ada514003.

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Binford, Susan. Adult English as A Second Language Literacy Programs in the Non-profit Sector of Multnomah County, Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6588.

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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.
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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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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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Carlsson, Magnus, Stefan Eriksson, and Dan-Olof Rooth. Language Proficiency and Hiring of Immigrants: Evidence from a New Field Experimental Approach. Linnaeus University, School of Business and Economics, Department of Economics and Statistics., April 2023. http://dx.doi.org/10.15626/ns.wp.2023.1.

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Labor markets in advanced economies have undergone substantial change in recentdecades due to globalization, technological improvements, and organizational changes. Due tothese developments, oral and written language skills have become increasingly important evenin less skilled jobs. Immigrants – who often have limited skills in the host country languageupon arrival – are likely to be particularly affected by the increase in language requirements.Despite this increase in literacy requirements, little is known about how immigrants’ languageproficiency is rewarded in the labor market. However, estimating the causal effect ofimmigrants’ language skills on hiring is challenging due to potential biases caused by omittedvariables, reverse causality, and measurement error.To address identification problems, we conduct a large-scale field experiment, where wesend thousands of fictitious resumes to employers with a job opening. With the help of aprofessional linguist, we manipulate the cover letters by introducing common second-languagefeatures, which makes the resumes reflect variation in the language skills of real-worldmigrants. Our findings show that better language proficiency in the cover letter has a strongpositive effect on the callback rate for a job interview: moving from the lowest level of languageproficiency to a level similar to natives almost doubles the callback rate. Consistent with therecent development that language proficiency is also important for many low- and mediumskilledjobs, the effect of better language skills does not vary across the vastly different typesof occupations we study. Finally, the results from employer surveys suggest that it is improvedlanguage skills per se that is the dominant explanation behind the language proficiency effect,rather than language skills acting as a proxy for other unobserved abilities or characteristics.
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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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LaFlair, Geoffrey. Duolingo English Test: Subscores. Duolingo, October 2020. http://dx.doi.org/10.46999/wbqi4443.

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The Duolingo English Test is a computer adaptive test that provides an overall score that represents test taker English language proficiency. However, stakeholders, such as university admissions officers, often want to make decisions based on test taker ability in one or more components of language ability, such as speaking. Similar to overall scores, subscores should meet standards of reliability when used for decision making. In addition, subscores should provide distinct information about the test takers’ abilities above and beyond the overall score. In this paper, we report on the research behind four subscores reported by the Duolingo English Test (Literacy, Conversation, Comprehension, and Production) that can be used by stakeholders to make decisions about test takers.
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