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[citation needed] Data is also provided on students with disabilities and English language learners. NAEP assessments are administered to participating students using the same test booklets and procedures, except accommodations for students with disabilities, [5] [6] so NAEP results are used for comparison of states and urban districts that ...
The WASL assessment consisted of examinations over four subjects (reading, mathematics, science, and writing) with four different types of questions (multiple-choice, short-answer, essay, and problem solving). It was given to students from third through eighth grades and tenth grade.
Wolfgang Butzkamm [8] proposes to extend Krashen's notion of comprehension. Both in natural language acquisition as well as in foreign language classrooms, in order for the learner to make progress, understanding must occur on two levels, a situational or functional and a formal or structural level.
The PARCC assessments cover two courses – English language arts/literacy and mathematics – for students between Grade 3 and Grade 11. These exams are intended to be used as indicators of student needs and progress for teachers to identify and address.
As a result of NCLB and its emphasis on testing, the Bilingual Education Act was renamed the English Language Acquisition, Language Enhancement, and Academic Achievement Act. The name change alone of BEA under NCLB is significant in that it signals a shift in the philosophical approach to bilingual education.
The test formats are relatively the same compared to the TAKS test in 3-8 grade, however in 9-11th grade end of course tests will be taken to supplement the normal tests taken while the TAKS was still in effect. The STAAR end-of-course assessments are, in their respective order: English I, II; Algebra I; Biology; U.S. History
What it entails for the second language teacher is not only the mastery of the target language but also "discipline-derived understandings from applied linguistics, SLA, psychology and curriculum development, among other areas, in a deeper examination of [the] subject matter -language- as it becomes classroom content". [16]
Paradis (2006) [17] study on childhood language acquisition and building fluency examines how first and second language acquisition patterns are generally similar including vocabulary and morphosyntax. Phonology of first language is usually apparent in SLA and initial L1 influence can be lifelong, even for child L2 learners.
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