english language learners - annotated bibliography

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  • i|E L L A n n o t a t e d B i b l i o g r a p h y

    ANNOTATEDBIBLIOGRAPHY

    AnestineHectorMasonSarahBardack

    EnglishLanguageLearnerCenter

    AmericanInstitutesforResearch

    June2010

    1000 THOMAS JEFFERSON ST, NWWASHINGTON, DC 20007-3835TEL 202 403 5000FAX 202 403 5001WEBSITE WWW.AIR.ORG

  • ii|E L L A n n o t a t e d B i b l i o g r a p h y

    Acknowledgements

    ThisannotatedbibliographywasmadepossiblebytheguidanceandleadershipofDr.LibiaGil,aManagingDirectorattheAmericanInstitutesforResearch(AIR),andthesupportofDr.CarlosRodriguez,PrincipalResearchAnalystatAIRandYorkmitMendieta,aResearchAssistantatAIR.

  • iii|E L L A n n o t a t e d B i b l i o g r a p h y

    Contents

    I. Introduction.............................................................................................................................................1

    II.Methodology...........................................................................................................................................1

    A. SearchCategories.............................................................................................................................1

    B. SelectionofArticles..........................................................................................................................2

    III.LiteratureThemesandCategories..........................................................................................................3

    IV.LiteratureSourcesandAnnotations.......................................................................................................4

    V. References.............................................................................................................................................21

  • 1|E L L A n n o t a t e d B i b l i o g r a p h y

    I. IntroductionThisannotatedbibliographyrepresentsafirststeptowardcompilingacomprehensiveoverviewofcurrentresearchonissuesrelatedtoEnglishlanguagelearners(ELLs).Itisintendedtobearesourceforresearchers,policymakers,administrators,andeducatorswhoareengagedineffortstobridgethedividebetweenresearch,policy,andpracticeintheareaofEnglishlanguagelearning.ThesourcesincludedinthebibliographyaddresscentraltopicsrelatedtoELLssuchaslanguageacquisition,educationalattainment,assessment,culturaladjustment,andprogramandpolicyissuesthatimpactprogrammingandinstructionforELLsintheK12andadulteducationarenas.Theauthorswouldliketoemphasizethatthisdocumentdoesnotrepresentanexhaustivecatalogofextantliterature,butratherfocusesonkeysources,andprovidesanuptodateoverviewofarticlestohighlightthemostsignificantissuesandpersistentgapsinresearch,policy,andpracticeforELLs.

    II. MethodologyThemethodusedtocompilesourcesforthisannotatedbibliographyinvolvedidentifyingarticlesonkeyissuesinEnglishlanguagelearning,withafocusonarticleswrittenwithinthepastdecade.Documentsreviewedincludedthosebasedonresearchaswellastheoreticalorconceptualpapersdocumentingpracticesinthefield.

    A. SearchCategories

    Fivekeycategoriesinformedthesearchforliterature:

    1. AcademicAchievement/EducationalAttainment:ArticlesinthiscategoryprovideanoverviewofeducationalachievementamongELLsandincludethefollowingsearchterms:Englishproficiency,academicachievementscores,elementary/secondaryschoolenrollment,graderetention,highschoolcompletion,postsecondaryenrollment,andhighesteducationallevelattained.

    2. AdultEducation:ThesearticlesdiscussissuesandchallengesthatarespecifictotheeducationofadultELLs,includingresearchthatsupportsthedevelopmentofthefield.

    3. ELLAssessmentandClassification:Thesearticlesexamineassessmentsusedattheelementaryandsecondaryschoollevels,includingtheirpotentialimpactonELLclassification,instruction,andachievement.

    4. EnglishLanguageAcquisition:Thesearticlesprovideanoverviewofkeytopicsrelatedtosecondlanguageacquisition.

    5. EnglishLanguageInstruction:IncludesarticlesthatdiscussthechallengesandbestpracticesregardingEnglishlanguageandcontentinstructionforELLs.

  • 2|E L L A n n o t a t e d B i b l i o g r a p h y

    B. SelectionofArticles

    Threekeycriteriaguidedtheselectionofliteratureforthisannotatedbibliography:

    Theliteraturewaswritteninthelast1015years; Theliteraturecomesfromacrediblepublicationsource,suchasapeerreviewed

    journal;and Theliteratureisrelevanttothekeycategoriesaboveandiscurrenttotheissues

    facingELLs.Articleswereidentifiedthroughstructuredinternetanddatabasesearchesthattargetedvariousexpressionsofthesearchcategoriesabove.SomearticleswereidentifiedthroughinterviewswithresearcherswithexpertiseinEnglishlanguagelearning.Additionally,thesearchwasinformedbyotherdocuments,suchasResourcesforEducatorsofEnglishLanguageLearners:AnAnnotatedBibliography(RanceRoney&Jacobs,2007),acomprehensivecompilationofliteraturefromtheNationalWritingProject(NWP)designedasaresourceforELLpractitioners.Selectedarticleswereidentifiedandexaminedbyreviewerswithabackgroundinresearch,education,andEnglishlanguagelearning.Thesedocumentswereassessedontherigoroftheirresearch,analysis,ordiscussion,andsortedbytypeandrelevance.Table1(onthenextpage)providesatopicaloverviewofthearticles,whichareorganizedalphabeticallywithinthefivecategoriesthatguidedtheliteraturesearch.Literatureundereachcategoryisfurthercategorizedwithinthreethemes(research,policy,practice)thathighlightthenatureandtypeofarticle.Thissectionisfollowedbyannotationsforeachsource,withkeywordsthatprovidethereaderwithmoreinformationonthecontentofthedocument.

  • 3|E L L A n n o t a t e d B i b l i o g r a p h y

    III. LiteratureThemesandCategories

    Table1 ThemesandCategories

    SourcesTypeofArticleR=ResearchPR=PracticePO=Policy

    AcademicAchievement/EducationalAttainment

    AdultEducation

    ELLAssessment&Classification

    EnglishLanguageAcquisition

    EnglishLanguageInstruction

    R Pr Po Abed,2007 Abedietal.,2003 Abedi,J.(2001 Abedi,2008 AguirreMunozetal.,2006 Ajayi,2009 Artiles&Ortiz,2002 August,2003 Baileyetal.,2007 Batalova,2007 Bratsberg,2002 CAL,2003 Clewell&ConsetinodeCohen,2007 Cohen&Zach,1997 Condelli&Wrigley,2005 Cook,2006 Cronenetal.,2005 Cummins,1981 Echevarriaetal.,2006a Echevarriaetal.,2006b Francisetal.,2006 Frey&WebreckAlman,2003 Fry,2003 Gerstenetal.,2007 Greenbergetal.,2001 Grissom,2004 Hakutaetal.,2000 Kampsetal.,2007 Kiefferetal.,2009 Kopriva,2000 Kruidenier,2002a Linquanti,2001 MarinovaToddetal.,2000 McLaughlin,1992 Mechellietal.,2004 NCTE,2008 ODay,2009 Ragan&Lesaux,2006 RanceRoney,2009 Riveraetal.,2008 Short&Fitzsimmons,2007 Short&Boyson,2003a Short&Boyson,2003b Snow,1998 Solorzano,2008 SpruckWrigleyetal.,2003 Stansfield&Rivera,2001 Szpara&Ahmad,2007 Thomas&Collier,2002 U.S.DOE,2004 U.S.DOE,2008 UnitedStatesGAO,2006 Willneretal.,2009 Wrigleyetal.,2009 Yoon,2007

  • 4|E L L A n n o t a t e d B i b l i o g r a p h y

    IV. LiteratureSourcesandAnnotations

    1. Abedi,J.(Ed.).(2007).Englishlanguageproficiencyassessmentinthenation:Currentstatusandfuturepractice(Report).Davis,CA:UniversityofCalifornia.RetrievedMay7,2010,fromhttp://education.ucdavis.edu/research/elp_report.pdf

    ThisreportpresentsacomprehensiveoverviewoftheEnglishLanguageProficiency(ELP)assessments,withafocuson assessments that existed prior to and after the implementation ofNo Child Left Behind (NCLB). The authoremphasizesthatimprovingthequalityofassessmentsforELLsshouldbeapriorityandthatitwillhelpaddresstheachievementgapbetweennativeandnonnativespeakers.Thereportdiscussesshortcomings inELPassessments,and outlines the necessary components for creating more valid instruments. The report also providesrecommendationsforimprovingexistingassessmentsandfordevelopingmoreeffectiveassessmentsforthefuture. Keywords:Languageproficiency,assessment,accountability,achievementgap

    2. Abedi,J.(2008).ClassificationsystemforEnglishlanguagelearners:Issuesandrecommendations.EducationalMeasurement,IssuesandPractice,27(3),1731.RetrievedAugust28,2009,fromProQuestEducationJournals.(DocumentID:1559992711)

    Key decisions regarding the instruction and assessment of ELLs are oftenmade based on the premise that theclassificationsystemaccuratelydistinguishesbetween thosewhoareproficient in theuseof theEnglish languageandthosewhoarenot.However,researchonassessmenthasraisedissuesregardingthevalidityofELLclassificationpolicies and practices. Improper classification of ELLs can result in invalid assessments and reporting, andinappropriate levelsof instruction. These issues canplay a role in thedisproportionate representationofELLs inspecial education classes. The goals of this paper are to examine issues related to the validity of current ELLclassificationanddiscusshowthis informationcanbeusedto improvefutureELLclassificationsystems.ThispaperprovidesacomprehensiveoverviewofthemethodsusedtodetermineELLclassification,empiricalevidenceofthevalidityofELLclassification,andanindepthdiscussionoftheimplicationsoftheresearch. Keywords:Classificationsystem,ELLs,instruction,assessments

    3. Abedi,J.(2001).AssessmentandaccommodationsforEnglishlanguagelearners:Issuesandrecommendations.(CRESSTPolicyBrief4.)LosAngeles:UniversityofCaliforniaLosAngeles,NationalCenterforResearchonEvaluation,Standards,andStudentTesting(CRESST).(NCELAResourceCollection,No.BE022275.)

    ThispolicybrieffocusesonassessmentandaccommodationsforELLs,andprovidesrecommendationsforsuppor