South Africa participated in the Third International Mathematics and Science Study (TIMSS)in 1995 and its repeat in 1999. In 1995, none of the data on school or teacher level could be analyzed to provide the context for the students' poor achievements in mathematics and science. With the 1999 data now available at both school and teacher levels in…

This study examined whether linking classes with a common syllabus would have a positive impact on students' English progress and attitudes toward language learning. Participants were Japanese college students studying English as a Second Language. Their program required three English classes taken concurrently per week over one academic year. The…

This paper focuses on the speaking proficiency of advanced foreign language learners. It looks at performance on two different tasks: oral presentations and group discussions. Success in giving an oral presentation in front of an audience is assessed with the help of evaluations, which are then measured against various linguistic phenomena…

This study worked to develop the sociolinguistic competence of college learners of first-year Spanish using input enhancement techniques that required learners to actively view video. Research shows that native speakers are more sensitive to sociolinguistic errors than to grammatical errors made by nonnative speakers. Therefore, the study…

The purpose of this report is to document changes in U.S. mathematics achievement by reviewing national trend studies, college admissions examinations, and advanced placement tests. This report examined this quantitative research literature to determine trends in mathematics achievement of various social groups defined along lines of race, class,…

This framework provides Canadian curriculum writers with student learning outcomes they can use to develop curricula for international language courses. Its aim is the development of communicative competence in a specific international language (represented by applications, language competence, global citizenship, and strategies). The framework is…

This study validated the Student Oral Proficiency Assessment (SOPA), an oral proficiency instrument designed for students in elementary foreign language programs. Elementary students who were tested with the SOPA were also administered other instruments designed to measure proficiency. These instruments included the Stanford Foreign Language Oral…

While the number of limited English proficient (LEP) students has grown nationwide, these students' academic achievement levels have lagged significantly behind those of their language majority peers. Dropout rates among LEP students are also high. The Newcomer Program within Kentucky's Jefferson County Public Schools is a full-day transitional…

This book reviews the research on effective practices for older English learners. It is intended for teachers, program directors, resource personnel, and administrators who are attempting to meet the needs of older English learners who come to school with limited formal schooling experiences. The book shows how three teachers have put theory into…

This study describes and analyzes the peer social world within the Chinese group in a multilingual preschool classroom, focusing on the ways Chinese children organize their interactions with each other and with other ethnic groups and how subcultural group differences are related to peer relationships. Most of the children in this class had peers…

The purpose of this document is to explore the world of assessment within the context of the No Child Left Behind Act of 2001. The definitions provided will help those with little knowledge of as-sessment to understand the essentials of practice and theory. The information is meant for assess-ment users so they can interpret the purpose of tests…

This resource guide will help rural school districts with a low incidence of English language learners (ELLs) develop the capacity to build and implement a comprehensive program that meets both the academic and language proficiency needs of ELLs. Under Title III of the No Child Left Behind Act of 2001, ELLs must show increased academic achievement…

Revised version of a paper presented at Indiana University, Bloomington, Indiana, November 1972. (DD)

The research reported here tests the question: Does the black child have a difficult time comprehending the Standard English speaking teacher or vice versa? The results are seen to have implications for educational planning and research. (Author/JH)