Assessing English Language Learners in K-12 Schools
References
Anstrom, K. (1997). Academic achievement for secondary language minority students: Standards, measures and promising practices. Retrieved from http://www.ncela.gwu.edu/files/rcd/BE021079/Academic_Achievement.pdf
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
Bailey, A. L. (Ed.). (2007). The language demands of school: Putting academic English to the test. New Haven, CT: Yale University Press.
Bailey, A. L., & Butler, F. A. (2003). An evidentiary framework for operationalizing academic language for broad application to K–12 education: A design document (CSE Tech. Rep. No. 611). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Bennett, R. (2011). Formative assessment: A critical review. Assessment in Education 18(1), 5– 25.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7–74.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.
Christie, F. (2012). Language education throughout the school years: A functional perspective. West Sussex, UK: Wiley‐Blackwell.
Coelho, E. (2003). Adding English: A guide to teaching in multilingual classrooms. Toronto: Pippin.
Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 121–9.
Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada. A reassessment. Applied Linguistics, 2, l32–49.
Cummins, J. (1983). Language proficiency and academic achievement. In J.W. Oller (Ed.), Issues in language testing research (pp. 108–30).
Rowley, MA: Newbury House.
Cummins, J., & Yee-Fun Man, E. (2007). Academic language: What is it and how do we acquire it? In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (Vol. 2, pp. 797–810). New York: Springer.
Cummins, J., Jang, E. E., Stille, S., Wagner, M., Byrd Clark, J. & Trahey, M. (2009). Steps to English Proficiency (STEP): Validation study. Final research report presented to the Ministry of Education. Modern Language Centre, OISE, Toronto, ON.
Gibbons, P. (2006). Bridging discourses in the ESL classroom. New York, NY: Continuum.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Jang, E. E. (in press). Focus on assessment. Oxford University Press.
Jang, E. E., Cummins, J., Wagner, M., Stille, S., Dunlop, M., & Starkey, J. (2011). 2011 Field Research on Steps to English Proficiency. Final research report presented to the Ministry of Education. Modern Language Centre, OISE, Toronto, ON: Authors.
Jang, E. E., Dunlop, M., Wagner, M., Kim, Y-H., & Gu, Z. (2013). Elementary school ELLs’ reading skill profiles using cognitive diagnosis modeling: Roles of length of residence and home language environment. Language Learning, 63(3), 400–36.
Llosa, L. (2011). Standards-based classroom assessments of English proficiency: A review of issues, current developments, and future directions for research. Language Testing, 28(3), 367–82.
McKay, P. (2000). On ESL standards for school-age learners, Language Testing, 17, 185–214.
McKay, P. (2006). Assessing young language learners. Cambridge: Cambridge University Press.
Neugebauer, S. R. (2008). Editor’s review of double the work and the language demands of school. Harvard Education Review, 78(1), 252–64.
Nichols, P. D., Meyers, J. L., & Burling, K. S. (2009). A framework for evaluating and planning assessments intended to improve student achievement. Educational Measurement: Issues and Practice, 28(3), 14–23.
Saunders, W. M., & Goldenberg, C. (2010). Research to guide English Language Development instruction. In D. Dolson, & L. Burnham-Massey (Eds.), Improving education for English Learners: Research-based approaches (pp. 21–81). Sacramento, CA: CDE Press.
Schleppegrell, M., & O’Hallaron, C. (2011). Teaching academic language in L2 secondary settings. Annual Review of Applied Linguistics, 31, 3–18.
Schoonen, R., & Verhallen, M. (2008). The assessment of deep word knowledge in young first and second language learners. Language Testing, 25(2), 211–36.
Stevens, R. A., Butler, F. A. & Castellon-Wellington, M. (2000). Academic language and content assessment: Measuring the progress of ELLs (CSE Tech. Rep. No. 552). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Teachers of English to Speakers of Other Languages (TESOL), Inc. (1997). ESL standards for pre-K–12 students. Alexandria, VA: Author.
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
Bailey, A. L. (Ed.). (2007). The language demands of school: Putting academic English to the test. New Haven, CT: Yale University Press.
Bailey, A. L., & Butler, F. A. (2003). An evidentiary framework for operationalizing academic language for broad application to K–12 education: A design document (CSE Tech. Rep. No. 611). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Bennett, R. (2011). Formative assessment: A critical review. Assessment in Education 18(1), 5– 25.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7–74.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.
Christie, F. (2012). Language education throughout the school years: A functional perspective. West Sussex, UK: Wiley‐Blackwell.
Coelho, E. (2003). Adding English: A guide to teaching in multilingual classrooms. Toronto: Pippin.
Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 121–9.
Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada. A reassessment. Applied Linguistics, 2, l32–49.
Cummins, J. (1983). Language proficiency and academic achievement. In J.W. Oller (Ed.), Issues in language testing research (pp. 108–30).
Rowley, MA: Newbury House.
Cummins, J., & Yee-Fun Man, E. (2007). Academic language: What is it and how do we acquire it? In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (Vol. 2, pp. 797–810). New York: Springer.
Cummins, J., Jang, E. E., Stille, S., Wagner, M., Byrd Clark, J. & Trahey, M. (2009). Steps to English Proficiency (STEP): Validation study. Final research report presented to the Ministry of Education. Modern Language Centre, OISE, Toronto, ON.
Gibbons, P. (2006). Bridging discourses in the ESL classroom. New York, NY: Continuum.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Jang, E. E. (in press). Focus on assessment. Oxford University Press.
Jang, E. E., Cummins, J., Wagner, M., Stille, S., Dunlop, M., & Starkey, J. (2011). 2011 Field Research on Steps to English Proficiency. Final research report presented to the Ministry of Education. Modern Language Centre, OISE, Toronto, ON: Authors.
Jang, E. E., Dunlop, M., Wagner, M., Kim, Y-H., & Gu, Z. (2013). Elementary school ELLs’ reading skill profiles using cognitive diagnosis modeling: Roles of length of residence and home language environment. Language Learning, 63(3), 400–36.
Llosa, L. (2011). Standards-based classroom assessments of English proficiency: A review of issues, current developments, and future directions for research. Language Testing, 28(3), 367–82.
McKay, P. (2000). On ESL standards for school-age learners, Language Testing, 17, 185–214.
McKay, P. (2006). Assessing young language learners. Cambridge: Cambridge University Press.
Neugebauer, S. R. (2008). Editor’s review of double the work and the language demands of school. Harvard Education Review, 78(1), 252–64.
Nichols, P. D., Meyers, J. L., & Burling, K. S. (2009). A framework for evaluating and planning assessments intended to improve student achievement. Educational Measurement: Issues and Practice, 28(3), 14–23.
Saunders, W. M., & Goldenberg, C. (2010). Research to guide English Language Development instruction. In D. Dolson, & L. Burnham-Massey (Eds.), Improving education for English Learners: Research-based approaches (pp. 21–81). Sacramento, CA: CDE Press.
Schleppegrell, M., & O’Hallaron, C. (2011). Teaching academic language in L2 secondary settings. Annual Review of Applied Linguistics, 31, 3–18.
Schoonen, R., & Verhallen, M. (2008). The assessment of deep word knowledge in young first and second language learners. Language Testing, 25(2), 211–36.
Stevens, R. A., Butler, F. A. & Castellon-Wellington, M. (2000). Academic language and content assessment: Measuring the progress of ELLs (CSE Tech. Rep. No. 552). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Teachers of English to Speakers of Other Languages (TESOL), Inc. (1997). ESL standards for pre-K–12 students. Alexandria, VA: Author.
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2014-05-02
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