Review of Has Progress Been Made in Raising Achievement for English Language Learners

MacSwan finds that the CEP report has significant weaknesses in its research methods which undermine its findings. Further, he indicates that given the limitations in the data, it is inappropriate to draw conclusions from the data summarized in the report

Identifying partially schematic units in the code-mixing of an English and German speaking child

The support of the Economic and Social Research Council [ES/L008955/1] is gratefully acknowledged.Intra-sentential code-mixing presents a number of puzzles for theories of bilingualism. In this paper, we examine the code-mixed English-German utterances of a young English-German-Spanish trilingual child between 1;10 – 3;1, using both an extensive diary kept by the mother and audio recordings. We address the interplay between lexical and syntactic aspects of language use outlined in the usage-based approach (e.g. Tomasello, 2003). The data suggest that partially schematic constructions play an important role in the code-mixing of this child. In addition, we find, first, that the code-mixing was not mainly the result of lexical gaps. Second, there was more mixing of German function words than content words. Third, code-mixed utterances often consisted of the use of a partially schematic construction with the open slot filled by material from the other language. These results raise a number of important issues for all theoretical approaches to code mixing, which we discuss.PostprintPeer reviewe

NEPC Review: Has Progress Been Made in Raising Achievement for English Language Learners?

The Center on Education Policy (CEP) report, Has Progress Been Made in Raising Achievement for English Language Learners?, finds that some states have seen increases in the number of English language learners (ELLs) meeting proficiency standards under No Child Left Behind (NCLB), while others have seen decreases. The report notes some limitations in the data it uses. The CEP report, however, has some specific weaknesses in its research methods that undermine its findings. The CEP report seriously underestimates the significance of language of instruction as a source of error in ELL achievement test scores. Further, it errs in implying that its findings justify an inference of a causal relationship between observed changes in percentages of ELLs meeting achievement benchmarks and improvements in academic achievement for ELLs. Given the limitations in the data, it is inappropriate to draw conclusions from the data summarized in the CEP report

NEPC Review: Immersion, Not Submersion, Vol III: Can a New Strategy for Teaching English Outperform Old Excuses?

A new report from the Lexington Institute, Immersion Not Submersion, Vol. III, concludes that an emphasis on English-only teaching methods mandated by Proposition 227 is responsible for notable improvements among California’s English Language Learners, and that these methods can even overcome the effects of poverty, larger class sizes, and lower per-pupil funding. This review finds these claims to be without merit. The Lexington Institute’s report suffers from poorly sampled data, inaccurate descriptions of district-level policies, failure to account for alternative explanations for observed changes in district testing data, and lack of any serious analysis of the data presented. The report also fails to acknowledge or address recently published research studies whose conclusions are dramatically different from those presented in the report. The report is not useful for guiding educational policy or practice

Bean rust

Published January 1965. Facts and recommendations in this publication may no longer be valid. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catalo

Preparation of tank-mix Bordeaux mixture

Published March 1972. Facts and recommendations in this publication may no longer be valid. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catalo

Halo blight of beans

Published January 1965. Facts and recommendations in this publication may no longer be valid. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catalo

Code‐mixing and Code‐switching

Code‐mixing or code‐switching is the use of more than one language or variety within a single communication event. Various information is signaled by the choice of language or by switching from one variety to another. This may include the structure of the ongoing interaction, the relevant social context, or elements of the speakers' identities highlighted in the interaction. Research on language mixing or code‐switching developed in the mid‐twentieth century, following occasional work on language mixing in the preceding century. Linguists have explored constraints on code‐switching within a sentence, as well as the phonological and grammatical structure of borrowed or switched forms. Work in linguistic anthropology and related fields reveals various ways that language choice and code‐switching signal or create context in interaction. Language users select from their repertoires to highlight elements of identity or to negotiate relevant social roles. Future directions in research include understanding language use in diverse or globalized settings, and challenging views of normative monolingualism against more complex language behavior.book par

1984 pest management guide for stone fruits in Oregon

Revised March 1984. Facts and recommendations in this publication may no longer be valid. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catalo

The measurement of bilingual abilities: central challenges

In this handbook chapter I analyse the concept of bilingual abilities. Bilinguals vary widely in what they can do with their languages or in the ways in which they use their languages on a daily basis. This means that there is a great deal of variability in what the term covers. While many researchers subscribe to the holistic view of bilingualism, in the academic literature bilinguals are still often described in negative terms as having a "deficit" in one or another subsystem of their languages. The key aim of this chapter is to identify what makes individuals with bilingual abilities unique speaker-hearers in their own right, avoiding the fractional view of bilingualism, and how these abilities can be measured