Providing foundational academic support to Indiana's culturally and linguistically diverse students is a cornerstone of the state's educational goals. Over 140,000 Indiana students speak a language other than English at home, and there are over 295 different languages represented in Indiana schools. Of these, over 93,000 students have been…

Recent studies have documented differences in academic achievement between current and former English learner students. These differences validate calls for more focused analyses of achievement across English learner student subgroups. Specifically, there is interest in examining variation in academic success based on the amount of time a student…

More than 112,000 Indiana students speak a language other than English at home, and there are over 275 different languages represented in Indiana schools. Of these, over 50,000 students have been formally identified as English learners due to limited proficiency in speaking, listening, reading, and writing academic English. English learners make…

Data on disfluencies in the speech of non-stuttering adults are relevant to several aspects of the assessment and treatment of adults who stutter. Currently, very few sources provide relevant data. In the existing literature on normally fluent speakers, there is no consistency in sample length or topic or in which types of disfluency are counted.…

Comparison of the narratives of 16 children with word-finding problems and 16 normal children (grades 1-6) found that children with word-finding disorders did not differ in language productivity but manifested significantly more word-finding characteristics in their narratives. Implications for assessment and intervention are discussed. (Author/DB)

Stuttered sentences pronounced by 12 4- to 6-year-old children in spontaneous conversation were analyzed for length and grammatical complexity. Results indicated that sentences in which stuttering occurred within the first three words were significantly longer and more complex than sentences where no fluency failure was found. Implications for…

An after-school activity offered by the Central Institute of English Language called "Games" is described. The purpose of the activity is to stimulate and increase oral fluency and production. Several games are commented on. (RM)

Presents a variety of songs in which songs and slides can be used in a multinational classroom, providing pronunciation practice and a basis for free conversation and discourse, thus improving fluency. Visual and audio cues are presented simultaneously and in sequence, thus varying the presentation. Technical aspects are also discussed. (PJM)

Ngee Ann Polytechnic in Singapore developed a three-part procedure to help English language students overcome anxiety about preparing and delivering a two-minute persuasive talk as part of an exam. The approach has the students first talk about themselves and then use computer prompts and videotaped practice speeches. (LB)

The oral interview (OI) was developed to meet the need for a testing procedure of second language speaking skills. It has been refined and expanded several times since first developed in the 1950's for use by the U.S. Government. Now known as the American Council on the Teaching of Foreign Languages/Educational Testing Services (ACTFL/ETS) scale,…

The importance of including parents and teachers in the process of therapy for children who stutter is addressed, and viewing intervention along a therapy continuum incorporating both fluency-shaping and stuttering modification philosophies is recommended. Other topics presented include student attitudes and feelings, grouping and scheduling,…

Describes Audio-Lectal Practice, a technique which offers systematic and controlled practice in connected discourse while emphasizing oral discourse features of rhythm, tempo, pausing, and suprasegmental patterns. Students listen to, read along with, and imitate recorded texts concurrently. Such practice facilitates oral fluency in the target…

Defines three previously overlooked subpopulations of English proficient students (English superior, equally limited, non-English superior) in terms of their relative proficiency in English and the home language. Presents data and clarifies assessment terms, criteria, and procedures used in relative proficiency assessment. Makes program…

Many language teachers experience frustrations about their lack of success in developing fluency in their students. Reasons for the difficulties are discussed, and the avoidance of short-cuts is advocated. (LB)

The development of accent and fluency are traced in the speech of 20 Mandarin and 20 Slavic adult immigrants to Canada over a period of 10 months. The participants were enrolled in an ESL program but had no special instruction in either pronunciation or fluency. The immigrants' self-reported exposure to English outside of class was used to…