Classrooms are becoming more linguistically and culturally diverse many educators feeling unprepared to meet the varied needs of English language learners (ELLs). Through a larger design-based research doctoral study, I collaborated with 11 preservice teachers 28 ELLs in Grades 2 3 design implement literacy intervention that focused on cultivating engagement foster development. This paper docum...

This study examined language learning strategy and goal orientation of college-level English Language Learners (ELLs) by using a questionnaire survey. It analyzed the relationship between demographic characteristics further explored correlation use orientation. The results show that non-Asian ELLs had greater performance tendency than Asian ELLs. who bachelor’s degree higher level mastery orien...

The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and g...

In this article, Maria Martiniello reports the findings of a study of the linguistic complexity of math word problems that were found to exhibit differential item functioning for English-language learners (ELLs) and non-ELLs taking the Massachusetts Comprehensive Assessment System (MCAS) fourth-grade math test. It builds on prior research showing that greater linguistic complexity increases the...

The current study research showed the nature and potential sources of gaps in mathematics achievement between English language learners (ELLs) non-English (non-ELLs). gap was examined using three DIF methodologies: including Mantel-Haenszel procedure, Rasch model, Hierarchical Generalized Linear Model (HGLM). These were conducted at item level contrast to total test level. Results revealed that...

This article examines the intersection of psychometrics and sociolinguists in the testing of English language learners (ELLs); it discusses language, dialect, and register as sources of measurement error. Research findings show that the dialect of the language in which students are tested (e.g., local or standard English) is as important as language as a facet that influences score dependabilit...

The present study explored the sensitivity to stress patterns of sixty-four ninthgraders learning to speak and read in Korean as a first language (L1) and English as a second language (L2) concurrently. Students’ productive stress processing abilities were assessed in reading Korean real words, English unfamiliar real words, and English pseudowords. Results unveiled that the Korean-speaking Eng...

PURPOSE This study was conducted to examine whether the expressive language characteristics of typically developing (TD) children learning English as a second language (ESL) have similarities to the characteristics of the English that is spoken by monolingual children with specific language impairment (SLI), and whether this could result in the erroneous assessment of TD English-language learne...

Should students who are learning English spend the school day in classes where only English is spoken? Or should they be taught reading and other academic skills and content in their native language? Or should their classes be primarily in English, but include some explanations or materials in their native language? If their native language is to be used, how much native language instruction sh...

of English-language learners (ELLs) and other students from culturally non-mainstream backgrounds are longstanding. This article proposes that new paradigms in the research and practice related to ELL testing are needed to address the complexities of language and culture more effectively. Three main areas are identified as key to this paradigm shift: test review, test development, and treatment...