Does it matter if students are appropriately assigned to test accommodations? Using a randomized method, this study found that individual students assigned accommodations keyed to their particular needs were significantly more efficacious for English language learners (ELLs) and that little difference was reported between students receiving…

This study reflects a social constructivist theoretical framework in which the zone of proximal development (ZPD) is a central element, as two teaching approaches, communicative language teaching (CLT) and explicit focus on form (FonF) are examined. Research questions include: Are CLT and explicit FonF conducive to reaching the ZPD? Is there a…

As English progressively becomes the global language, many native English speakers move to foreign countries to work as English teachers. However a review of the literature reveals that there is little research on their actual performance compared to the non-native local English teachers. This comparative case study examines pedagogic practices of…

Alaska showed improvement in reading and math in grade 8 at the proficient level for almost all racial/ethnic subgroups, low income students, and boys and girls (subgroup trends were not available at the basic or advanced levels). Most student subgroups had upward trends in percentages proficient, with a few exceptions. Gains in math tended to be…

This paper profiles the student subgroup achievement and gap trends in Oklahoma for 2010. Oklahoma made progress in narrowing achievement gaps for most major subgroups on the End-of-Instruction (EOI) test in Algebra I. Trends in achievement gaps could not be determined for other grades in math, or for any grades in reading, because the state…

This paper profiles the student subgroup achievement and gap trends in Utah for 2010. Utah implemented new standards and cut scores in math so trend data that include 2009 are not available. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Utah showed across-the-board gains in reading at the basic,…

The aim of this article is to account for some of the difficulties facing speakers of Polish learning Finnish and vice versa. (Author/RM)

Critically reviews Bonnie Schwartz' 1986 article "The Epistemological Status of Second Language Acquisition," and focuses on the applicability of the modularity thesis of Chomsky and Fodor to second language learning (L2A); and on the relationship of such a theory to Krashen's model of L2A. (LMO)

Reviews two textbooks that introduce generative research on second language acquisition and evaluate existing proposals about the role of universal grammar. Comparison of the two texts provides an opportunity to examine conventions the field uses in representing itself to a novice readership. (Author/VWL)

Replies to an article titled "Programmatic Ahistoricity in Second Language Acquisition Theory." Reviews pertinent literature, concluding that historical awareness is evident in second language acquisition, although not as far reaching as the earlier article suggests. Argues that the attitude of most scholars in SLA toward the past is reasonable…

Explores the possibility that the first language and second language mental lexicon may be structurally similar, with depth of individual word knowledge determining a given word's degree of integration into the mental lexicon. Proposes a model for the process by which words are integrated into the mental lexicon and challenges the belief that a…

Discusses how linguistic comparisons can be incorporate into foreign language classroom activities. draws on Slobin's (1996) experimental study, which demonstrated the existence of "the thinking for speaking" form of thought and argues that teaching foreign language entails teaching novel "thinking for speaking operations. (Author/VWL)

Describes language and early literacy skills in Spanish and English for a sample of bilingual children in Massachusetts and Maryland and a comparative group of monolingual Spanish-speaking children in Puerto Rico. Children were 4-year-olds entering pre-kindergarten programs. Results are discussed. (Author/VWL)

Discusses the results of a study designed to observe, compare, and assess the teaching practices used in two language programs (French and Spanish). The study was conducted to find out just how different proficiency-oriented and acquisition-oriented classes are. (five references) (GLR)