Open Access. Powered by Scholars. Published by Universities.®

Bilingual, Multilingual, and Multicultural Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 6 of 6

Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

Test-Based Accountability Systems: Concerns For Indiana’S Multilingual Learners And Their Teachers, Kathryn Brooks, Brooke Kandel-Cisco Oct 2016

Test-Based Accountability Systems: Concerns For Indiana’S Multilingual Learners And Their Teachers, Kathryn Brooks, Brooke Kandel-Cisco

Kathryn Brooks

Indiana’s current test-based accountability system grew, in part, out of decades of federal-level educational reform initiatives. This article reviews the history of Indiana’s test-based accountability system for schools and details how the system calculates evaluative ratings for Indiana teachers and schools. Additionally, the article analyzes how the Indiana accountability system contradicts what is known about appropriate measurement of English language learners and lists psychometric and validity concerns such as valid assessment, non-random assignment, norming groups, and ceiling/bottom effects. This article calls for a system in which multiple assessments offer rich data for school and teacher evaluations.


A Study Of Home Emergent Literacy Experiences Of Young Latino English Learners, Guy Trainin, Stephanie Wessels, J. Ron Nelson, Patricia Vadasy Jul 2016

A Study Of Home Emergent Literacy Experiences Of Young Latino English Learners, Guy Trainin, Stephanie Wessels, J. Ron Nelson, Patricia Vadasy

Faculty Publications: Department of Teaching, Learning and Teacher Education

This empirical study explored the home environment literacy practices of young Latino English learners and their families. The participants were 217 incoming Kindergarten Latino EL students and parents. The data collection included a completed HLEQ by the parents. In addition, children were administered the PPVT, the pre- LAS, the PALS-K screening, the Woodcock Reading Mastery assessment, and the Wide Range Achievement test. All of the literacy assessments given to the children provided the researchers with comprehensive look at their literacy knowledge base. The results of this study indicate that there were two significant paths for students’ achievement: availability of books ...


A Quantitative Comparison Of The Reading Achievement Of English Learners In Dual Language And Transitional Bilingual Programs, Shajaira P. Lopez Jun 2016

A Quantitative Comparison Of The Reading Achievement Of English Learners In Dual Language And Transitional Bilingual Programs, Shajaira P. Lopez

Dissertations

One of the goals of bilingual education research is to identify programs that have shown to be effective in increasing the English proficiency of English learners (ELs). The purpose of this archival comparative study was to conduct a quantitative comparison of the English reading achievement of third grade ELs enrolled in dual language education (DLE) programs to those enrolled in transitional bilingual education (TBE) programs in order to determine which program is more effective in improving the reading proficiency of third grade ELs in the Chicago Public Schools. The data analyzed in this study were the 2010-2014 reading scores on ...


Test-Based Accountability Systems: Concerns For Indiana’S Multilingual Learners And Their Teachers, Kathryn Brooks, Brooke Kandel-Cisco Apr 2016

Test-Based Accountability Systems: Concerns For Indiana’S Multilingual Learners And Their Teachers, Kathryn Brooks, Brooke Kandel-Cisco

Brooke Kandel-Cisco

Indiana’s current test-based accountability system grew, in part, out of decades of federal-level educational reform initiatives. This article reviews the history of Indiana’s test-based accountability system for schools and details how the system calculates evaluative ratings for Indiana teachers and schools. Additionally, the article analyzes how the Indiana accountability system contradicts what is known about appropriate measurement of English language learners and lists psychometric and validity concerns such as valid assessment, non-random assignment, norming groups, and ceiling/bottom effects. This article calls for a system in which multiple assessments offer rich data for school and teacher evaluations.


Disentangling Language Differences From Disability: A Case Study Of District-Preservice Collaboration, Julie Esparza Brown, Phyllis Campbell Ault Feb 2016

Disentangling Language Differences From Disability: A Case Study Of District-Preservice Collaboration, Julie Esparza Brown, Phyllis Campbell Ault

Journal of Multilingual Education Research

Identifying which K-12 English Learners (ELs) should receive special education services has historically been challenging and fraught with error. Educators are commonly puzzled as to whether an EL student’s academic difficulties are the result of insufficient academic English language, inappropriate instruction, or an intrinsic learning disability. This article examines the influence of a university–district partnership designed to prepare bilingual/bicultural special educators with specific skills and knowledge in disentangling language difference from disability. A unique aspect of the program was that these “BiSped” educators were mostly bilingual, bicultural paraprofessionals in their schools. This feature of the program recognized ...


Who Is Like Whom? Reclassification And Performance Patterns For Different Groupings Of English Learners, Molly M. Faulkner-Bond Jan 2016

Who Is Like Whom? Reclassification And Performance Patterns For Different Groupings Of English Learners, Molly M. Faulkner-Bond

Doctoral Dissertations

Approximately 10 percent of the US K-12 population consists of English learners (ELs), or students who are learning English in addition to academic content in areas like English language arts (ELA) and mathematics. In addition to meeting the same academic content and performance standards set for all students, it is also a goal for ELs to be reclassified – i.e., to master English so that they can shed the EL label and participate in academic settings where English is used without needing special support. Working with a longitudinal cohort of ~28,000 ELs in grades 3 through 8 from one ...