Programs designed to improve the language proficiency of limited-English-proficient (LEP) students have had mixed results. Much confusion has arisen from variable approaches to what can be expected of the programs. Recently, "expected gain" has become an important concept in documenting the educational development of LEP students, requiring…

The Annual Yearly Progress (AYP) requirements of No Child Left Behind (NCLB) underscore both the mandate and the challenge of assuring that English Language Learners (ELLs) achieve the same high standards of performance that are expected of their native English speaking peers. The intent indeed is laudable: states, districts, schools, and teachers…

Describes a study of the effectiveness of "clozentropy, which combines a variation of "cloze procedure (for measuring readability) with an "entropy measure (for indexing the compatibility of one's responses with those of a criterion group). (Author/RD)

Examines the impact on the second language skills of advanced high school Spanish students of Indiana University's 20-year-old intensive program abroad. Evidence indicates that resulting language skills exceeded those which might be expected in one full year of high school language instruction. (EKN)

Based primarily on interviews with American sponsors of Khmer refugees, describes a cluster resettlement project conducted in Amherst, South Hadley, Northampton, and Easthampton, Massachusetts. Discusses services provided to refugees and considers sponsor-refugee relations. (GC)

From many sources comes evidence of the United States's disadvantage in international relations, through ignorance of other cultures and languages. Problems include incompetence in foreign languages, with implications for national security; inadequate understanding of world affairs; declines in government-supported international exchange; and…

Presents results of research on the second-language proficiency of children participating in an experimental bilingual school, where children used mother tongue 75 percent the first year, 40 percent the second. Children attended neighborhood schools from the third year on. Supports the claim that mother tongue teaching does not harm…

Discusses results of research on the comprehension/production of oral and written language in a classroom. Suggests that effective school participation requires that students acquire various language skills for handling cognitive tasks and for interacting in classroom social situations. Describes a test to assess oral and written language…

Concludes that training in oral language skills may be critical to improving the reading performance of beginning readers. (FL)

Argues for a commitment to foreign language study and international understanding at the federal level. (AM)

Argues for an awareness on the part of employers and teachers of the important role language skills can play in industry. (AM)

The Middlebury Undergraduate German Language Program is described as a model for a Total Immersion Foreign Language Training program. German is the language of communication, both in and outside of the classroom. Lesson structure, materials and testing are described. (CHK)

Examines how Japanese learners of English transmit information in the target language. Results indicate that the amount of utterance and information did not necessarily correlate; speech patterns of the Japanese differed from those of native speakers; and the students possessed potential oral proficiency if given enough time. (26 references)…