Newcomer Program Impacts on Course Access for Adolescent Newcomer Students

PurposeThe purpose of this paper is to examine the effects of sentence combining (SC) and sentence decombining (SD) activities on fostering reading comprehension. As a widely used writing activity for enhancing syntactic fluency in English Language Arts (ELA) classes, SC requires learners to combine short sentences into longer and more complex sentences, while SD requires learners to break down a long sentence into the shortest grammatically allowable sentences.Design/methodology/approachThis study assessed the effects of SD and SC in comparison with a control group on the improvement of reading comprehension ability among college students learning English as their second language (L2) in the context of a six-week English language learning program. Participants with overall intermediate English language proficiency were randomly assigned to one of three different conditions: SC, SD and control. Also, a subset of the participants was interviewed after the intervention.FindingsThe results showed that SD was more effective than SC or control condition in enhancing syntactic knowledge and reading comprehension, as measured by a standardized English proficiency test. Data obtained from post-study interviews further suggested that only SD was perceived by the participants as having enhanced their reading comprehension.Originality/valueThe present study provides a valuable addition to a body of research on sentence manipulation activities in ELA classes. For those L2 learners who have passed a pre-intermediate threshold level, SD appears to be more beneficial than SC in enhancing syntactic knowledge, which, in turn, appears to contribute to better reading comprehension.

This study determined the English Language Proficiency and School Performance in English as well the school performance as a whole. The respondents of the study were both English teachers and grade 10 students in the national high schools in the fifth district of Iloilo, using the descriptive comparative approach. Findings of which served as basis for the enhancement of the existing English manual used in English 101 for the improvement of English language proficiency of the students enrolled in the said subject. Generally, seventy percent of the student and teacher respondents were female. Teachers’ Level of English language proficiency has a significant effect on the level of proficiency of students which has a direct relationship on the school performance. It was also found out that teachers’ performance has no significant relationship with the students’ performance in English and school performance as a whole. Further, student–respondents performance has a significant relationship with their level of English language proficiency which has a direct effect on the school performance as a whole. The English teachers’ performance is related to their English proficiency level, but not associated with the students’ performance in English and school performance. However, the English teachers’ level of English language proficiency significantly affects the students’ level of English proficiency, while the students’ performance has a significant effect on their level of English language proficiency, affecting the school performance as a whole. Enhancement of the English language manual that will be used in English 101 (Study and Thinking Skills) must be adopted. Training & Development Program Design for the Enhancement of English Teachers language Proficiency must be implemented.

PurposeThis paper aims to focus on the construction of a third space within a high school. Specifically, the authors consider how youth of color engage the educational context of an 11th grade English language arts (ELA) class as a basis for (re)imagining their history, culture and themselves to construct counter-narratives away from framing their lived educational experiences as failures, deficient and depicted in “damage-centered” (Tuck, 2009) ways. The research engages the process and challenges of creating this type of space within a school setting, as well as examining the ways in which students envision these locations.Design/methodology/approachCritical ethnography centered the emphasis on youth engagement for social change, as well as the inquiry on how the classroom space was constructed, shared and navigated by the students and ourselves (Madison, 2005). In addition, the research design reflects critical ethnography through the use of prolonged participation in the field (nine and half months), a focus on culture (specifically school and classroom culture/climate) and a critical theory-based framework [hybridity, third space and youth participatory action research (YPAR)].FindingsThree major themes emerged from the data that demonstrate how instructors and students collectively engaged in a third space through the YPAR project. These themes include developing an ethic of care with students and among instructors, cultivating an atmosphere of social justice awareness and the contrast of the classroom space with the wider-Hillside Vocational High School environment.Originality/valueThe study engages the use of YPAR within a high school class that became a unique space for students to learn and develop. The ELA class did not just reflect adding the first space and second space together or merging the two. Instead, it seemed to demonstrate the creation of a new type of space or the development of a third space. In this space, students could bring and bridge their out-of-school and in-school experiences to develop new knowledge and ways of seeing the world.

In this experimental study we examined the effects of integrating teacher-directed knowledge-building and student-regulated comprehension practices in 7th- to 10th-grade English language arts classes. We also investigated the effect of instructional quality and whether integrating practices differentially benefitted students with lower entry-level reading comprehension. The study was conducted in 6 schools, involving 17 teachers and 921 students. Teachers’ English language arts classes were randomly assigned to intervention (n = 36) or typical practice comparison (n = 29) conditions, and all teachers taught in both conditions. Students in both conditions grew significantly from pretest to posttest on proximal measures of narrative (ES =.09) and expository comprehension (ES =.22), as well as a standardized distal comprehension measure (ES =.46); however, no statistically significant between-group differences were found. Although intervention fidelity did not significantly influence outcomes, observational data indicated that teachers increasingly incorporated comprehension practices in their typical instruction. Effect sizes indicated a differential influence of entry-level reading comprehension on proximal and distal comprehension with higher performing readers in the intervention condition benefiting more than their lower performing peers on expository comprehension.

This chapter examines second language (L2) peer oral language interaction between two learners engaged in a partner reading activity. The data come from an English language arts class for newcomers in an all-immigrant high school in the U.S. Students arrive in this beginner-level, English language arts class with widely disparate experiences with formal schooling and print literacy, as well as with varied first languages and oral English language skills. The year-long class focuses on developmental English language and literacy skills, and the students and teacher absorb and accommodate newcomer students each month. The data presented in this chapter highlight the peer work between two asymmetrically-paired, female adolescent students: an Amharic newcomer with prior schooling in Ethiopia and beginning-level oral English skills, and a Somali speaker with stronger English language skills but very low print literacy and no formal schooling before arriving to the U.S. Through an analysis of their interactions in one paired reading session, we describe how these two students use their language and literacy skills to complete a reading task and in doing so, we consider the complexities of how asymmetrically paired students engage in everyday classroom tasks and the learning opportunities therein.

The paper reports on a pilot study conducted with private and secondary schools in the southeast region of Nigeria to establish the impact of integrating the Igbo language into the secondary education system to ensure performance and language sustainability in the region. The aim is to measure the impact of using Igbo as the language of instruction combined with English language on academic performances and the perceived benefits, challenges and policy implications. The study, involving teachers and students drawn from two private and public secondary schools, employed a combination of quasi-experimental and survey methods for quantitative data collection. A performance assessment test of the students on Civic Education, a core subject in the Nigerian secondary education curriculum, revealed improved academic performances after adjusting for the effect of type of school and sex of students. Students taught with Igbo as the language of instruction supported with English performed better compared to those taught with English. The perceived benefits border on effective cognitive development, reducing learning poverty and strengthening of social relationships. However, the perceived challenges of suitably qualified teachers, infrastructure and suitable instructional materials will hinder effective implementation and transition. Careful planning and strategies will enhance the effective integration process.

While the majority of English language learners are found in elementary schools, an alarming number of these students are entering secondary schools. These secondary students are long-term English learners, students who have been in U.S. schools for seven years or longer. Long-term English learners struggle with academic success, and educators need to find ways to support them. In this article, the effects of teaching academic vocabulary and concepts to 10th grade Hispanic long-term English learners in a language arts class at a large, South Texas high school were explored. The data collection included student documents, classroom observations, and interviews. The article explains that although teaching the academic vocabulary and concepts of language arts was somewhat effective in helping long-term English learners be successful in their English language arts class, these students still need a great amount of scaffolding and monitoring combined with additional time to be consistently successful.

BALEAP: Report of the Testing Working Party

While many researchers have studied the relationship of socioeconomic status (SES) to adult learners' English language proficiency levels, little is known about this relationship for young learners (i.e., teenagers). In this study, we investigated the degree to which access to English language learning, as reflected by learners' SES, is associated with young learners' English language proficiency as measured by the TOEFL Junior® Comprehensive test. We analyzed data from 3,053 young English learners (aged 10–16 years) from 9 countries. Data included TOEFL Junior scores and self‐reported SES‐related background information indicating starting age of learning English, number of hours spent learning English in after‐school programs, length of stay in an English‐speaking country, and typing in and learning English on a computer. We found that the latter three factors were significantly associated with TOEFL Junior scores, with substantial variations among countries. These findings suggest that disparities in access to and opportunities for learning may have an impact on young learners' English proficiency levels. However, such relationships should be interpreted in the context of particular countries to arrive at more accurate interpretations and effective decisions in relation to English learning policies and practices.

Creating Space for Contemplation: Infusing Mindfulness and Awareness Activities in English Language Arts Classes

Purpose of Study: The main purpose of this research was to describe the effect of dialogue in the process of learning Business English. This was experimental research. two experimental and control groups were identified and a pre-test was conducted on their level of proficiency in English. Then, for the control group, English was taught in a normal way and presented for the English language test group using a dialogue. After the end of the course, their English proficiency was examined. The results showed that English language proficiency in teaching through dialogue has been much greater than normal and the difference between the two methods was significant and the English language method was more effective than the dialectic method.
 Methodology: This was experimental research. At first, two experimental and control groups were identified and a pre-test was conducted on their level of proficiency in English. Then, for the control group, English was taught in a normal way and presented for the English language test group using a dialogue. After the end of the course, their English proficiency was examined to determine if English language education would affect English language learning through dialogue. To investigate these results, covariance analysis method was used.
 Results: Results showed that English language proficiency in teaching through dialogue has been much greater than normal. To determine if this difference was statistically significant, the covariance analysis test was performed and the results showed that the difference between the two methods was significant and the English language method was more effective than the dialectic method.
 Implications/Applications: The results of this study can help to teach English both in private institutions and in schools but in order for the teacher to build on the English language learning process based on the dialogue, the teacher should create an environment in which all students can be expressed, and no student is ashamed of the level of ability and fluency in English.

The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers, 200 teachers. A simple random sampling and purposive sampling techniques were used to get a sample size of 395 respondents. The study findings revealed that majority of the students with a total of 290 (91.2%) agreed that in their school, teachers are not competent enough in English language. Moreover, almost 292 (91.8%) of the respondents agreed that in their school, students English reading, writing, listening and speaking proficiency level is low and 70 (90.9%) of key informants agreed that both in public and private secondary schools of Karongi District, students’ English language proficiency level in reading, writing, speaking and listening is low. The correlation results showed the association between between teachers’ inability to teach in English, teachers’ inability to read classroom interactions in English language, teachers’ incompetency in English language, teachers’ inability to express themselves in English language as well as teachers’ inability to develop English language educational materials) and dependent variables (students’ reading, writing, speaking and listening English language proficiency and students’ English language proficiency (reading, writing, speaking and listening English proficiency) is positive. The study recommended the Ministry of Education through Rwanda Basic Education Board to avail enough English teaching and learning materials, including charts, textbooks and dictionaries which are adequate in enhancing English language proficiency mastery among students at an early age. All stakeholders of the education sector are recommended to support English teaching and learning activities in Rwanda, as it is the only and one shortcut for making Rwandans master the English language. Keywords: Teachers’ competency, English Language, English proficiency, Rwanda

The new English language curriculum in the Kingdom of Saudi Arabia: intentions and tensions in curriculum design and enactment

The present study aims to identify the relationship of the Level of English Language Proficiency along Stress/Intonation, Verbal Abilities, Correct Usage, Reading Comprehension, Spelling and Punctuation, Identifying Error and Logical Organization and their Academic Performance of the 251 college students. Moreover, it aims to determine if their is a significant difference of the respondents’ Level of English Proficiency when they are grouped according to their profile: course, age, sex and dialect spoken. The result reveals that in terms of profile course, there is no significant difference in stress and logical organization. However, in Verbal Abilities, Reading Comprehension, Correct Usage, Identifying Errors and Spelling and Punctuation, there is a significant difference. As to profile age,there is no significant difference in Stress/Intonation, Verbal Abilities, Correct Usage, Spelling and Punctuation, Logical Organization. But in Reading Comprehension and Identifying Errors, there is a significant difference. Respondents aging 18 are better than the rest in Reading comprehension and Identifying Errors. Along profile sex, there is significant difference. Female are better than male in Reading Comprehension, Correct Usage and Identifying Errors. In terms of profile Dialect Spoken, there is no significant difference in English Proficiency Level of the respondents. As to the Academic Performance of the respondents, they are within the average level with 176 or 70.1%. The result reveals that there is significant relationship between the respondents’ Level of English Proficiency and their Level of Academic Performance.

In the Indian context, an academic study program at the Indian Institutes of Technology (IITs) comprises a mixed group of learners coming from various social-economic, education, and a wide range of linguistic backgrounds. These learners secure admission into various engineering programs at IITs, having qualified for the Joint Entrance Exam (JEE), a national-level competitive exam. To qualify for this exam, students prepare rigorously, even at the school level. The JEE exam tests students’ knowledge in the core subjects such as Physics, Chemistry, Mathematics, Aptitude and Reasoning; hence, students seem to focus more on these core subjects but not on the English language. These learners vary widely in their English language proficiency level in terms of oral and written English proficiency. It is believed that the level of language proficiency of learners has a direct influence on their academic performance in the program in which they are admitted. Therefore, the study aims at diagnosing 405 engineering students’ competence of English language skills at the entry-level undergraduate engineering study programs of Bachelor of Technology at the Indian Institute of Technology, Bhubaneswar. A diagnostic test that comprised the components of English language skills was designed and administered to 405 students. The results were analyzed and interpreted qualitatively and quantitatively. It was found that the majority of the students who performed well in the test had better education backgrounds. For the students who performed poorly, the study recommends possible implications besides some remedial measures.