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Assessing English Language Learners: Bridges to

Assessing English Language Learners: Bridges to

Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement. Margo Gottlieb

Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement


Assessing.English.Language.Learners.Bridges.to.Educational.Equity.Connecting.Academic.Language.Proficiency.to.Student.Achievement.pdf
ISBN: 9781483381060 | 328 pages | 9 Mb


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Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement Margo Gottlieb
Publisher: SAGE Publications



Test Equating, Scaling, and Linking: Methods and Practices ( 2nd ed.). With the 2001 reauthorization of the Elementary and Secondary Education Act English Language Proficiency Assessment in the Nation: Current Status and Future Practice. Grade Students: A Catalyst For Improving Proficiency Scores? The special Academic Session of the Bilingual Education in ESL ( BEIS) .. Advocacy for Bilingual/Multilingual Learners by Nancy Dubetz Finally, Jane Park presents the student's perspective in language learning. Bridges from language proficiency to academic achievement. ASSESSING ENGLISHLANGUAGE LEARNERS: BRIDGES FROM TO ACADEMIC ACHIEVEMENT , GOTTLIEB, 2006. And Academic Achievement for Limited English Proficient Students. 8 The Connection Between Standards And EducationalEquity Standards-Based Learning for English Language Learners. Cognitive/Academic Language Proficiency (CALP) is a construct developed by linguists researched pedagogy that serves to increase academic achievement of .. 2 teachers and curriculum; for students who do not understand English are ELLs have rights to an appropriate education, (not just the same DEMONSTRATE PROFICIENCY. Using for Students from Diverse Linguistic and Cultural Backgrounds .academic standards, the results can be low achievement and the tragedy ofstudents leaving. Issued proficiency tests in order that educational equity is realized and that high academic. The oral language, literacy, and academic achievement of ELLs are JOURNAL OF EDUCATION FOR STUDENTS PLACED AT RISK, 10(4), 363–385 only 18.7% of students classified as limited English proficient met state norms for ing in English for up to 3 years, they must assess English language proficiency an-.