Measures for Determining English Language Proficiency and the Resulting Implications for Instructional Provision and Intervention

Autor/inn/en	Albers, Craig A.; Kenyon, Dorry M.; Boals, Timothy J.
Titel	Measures for Determining English Language Proficiency and the Resulting Implications for Instructional Provision and Intervention
Quelle	In: Assessment for Effective Intervention, 34 (2009) 2, S.74-85 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508408314175
Schlagwörter	Academic Discourse; Intervention; Federal Legislation; Validity; Second Language Learning; English (Second Language); Language Proficiency; Measures (Individuals); Standards; Eligibility; Scores; Pretests Posttests; Accountability; Correlation; Second Language Instruction; Language Tests + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Bundesrecht; Gültigkeit; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Messdaten; Standard; Eignung; Verantwortung; Korrelation; Fremdsprachenunterricht; Language test; Sprachtest
Abstract	Although numerous English language proficiency (ELP) measures currently exist, many were developed prior to the No Child Left Behind Act of 2001 (NCLB). These pre-NCLB measures typically focused on social language proficiency, whereas post-NCLB measures are linked to ELP standards and focus on academic language proficiency (ALP). ELP measures are typically used for accountability purposes and to determine eligibility for services; less attention has been given to their utility in enhancing classroom instruction and intervention provision. Inconsistency in scores between pre- and post-NCLB measures frequently leaves educators wondering whether English language learners (ELLs) have the necessary ALP to benefit from classroom instruction. This study investigates the intervention validity of ELP assessment by examining the concurrent validity of various pre-NCLB measures to a recently developed post-NCLB measure. As hypothesized, results indicate moderate correlations between pre- and post-NCLB measures, suggesting that ALP-focused post-NCLB measures are likely to provide more utility for ELL classroom instruction and intervention provision. (Contains 8 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10