Paul Markham

Captioned Television Videotapes: Effects of Visual Support on Second Language Comprehension

This study examined the effects of captioned video material on ESL student comprehension with videotaped episodes presenting both low and high audio/video correlation as defined by Garza (1991). Prior research has been restricted to high audio/video correlation material in which the audio track was strongly supported by the video portion (visual images). A total of thirty-seven advanced and thirty-four intermediate ESL students participated in the experiment. The results revealed that both groups were able to recall significantly more idea units (p < .01) when the captions were available with the episode presenting a low level of visual support (low audio/video correlation). Conversely, caption availability did not substantially improve student recall with the episode presenting a high audio/video correlation.

Contemporary Issues in the Assessment of Culturally and Linguistically Diverse Learners

ABSTRACT This article addresses issues faced by school psychologists when assessing students who are culturally and linguistically diverse (CLD). The authors describe the growing CLD population and legal requirements for assessment of CLD students for special education eligibility. Difficulties associated with referral and assessment procedures of CLD students and essential knowledge for examiners are explained, including second language acquisition at the level of basic interpersonal communication skills (BICS) and cognitive-academic language proficiency (CALP). Recommendations for the pre-referral process and assessment of CLD students are presented and discussed. This article will be useful for school psychologists who are unfamiliar with concepts and procedures for assessing second language learners. This article addresses current issues in the evaluation of students for whom English is not their primary language. For a number of reasons, the assessment of this group of learners is at the forefront of education in general and school psychology in particular. Some of these reasons include the recent increase in this population of students, difficulty finding examiners who are appropriately trained, and the challenge of finding and using appropriate assessment tools. Each of these issues will be addressed along with the laws related to the evaluation of these students and the steps that should be taken to ensure that the evaluation process is as valid and appropriate as possible.

Effects of Contextual versus Definitional Computer‐assisted Vocabulary Instruction on Immediate and Long‐term Vocabulary Retention of Advanced ESL Students

This paper investigates the role of definitional information versus contextual information in computer‐assisted vocabulary instruction. A group of 58 advanced ESL students participated in the main data‐collection phase. The results revealed that context‐embedded vocabulary exercises facilitate better long‐term retention of words that exist in context. This finding is noteworthy in that the context‐embedded condition is the natural vocabulary condition commonly observed in reading. Students seldom encounter direct definitions or a series of related synonyms in the natural passage condition. Definitional knowledge, however, appears to be important in developing a basic concept of a given word in the initial phases of vocabulary development.

State School Funding Policies and Limited English Proficient Students.

Abstract This article presents an overview of state funding policies for serving Limited English Proficient (LEP) students and analysis of aid allocation practices across the states using data from the National Center for Education Statistics Common Core of Data. The major finding of this study is that state efforts to help local districts are often poorly conceived and/or applied, and often inadequate. We conclude with three policy recommendations for enhancing the present knowledge base, including the need for (a) expanded national, state, and local awareness of policies and practices across the states regarding limited English proficient (LEP) children, and improved monitoring of the effectiveness of those policies and practices toward achieving specific objectives; (b) empirically derived cost estimates of opportunities for LEP children; and (c) a set of frameworks for developing and adapting funding policies to various state contexts aimed toward achieving the goal of adequate services for LEP children.

Rational Deletion Cloze Processing Strategies: ESL and Native English.

Abstract This article explores cloze sensitivity to global comprehension by means of Cohen and Hosenfelds [Cohen, A. and Hosenfeld, C. (1981) Language Learning 31 , 285–313] retrospective interview techniques. The participants included 14 ESL college students and 14 native English speaking college students. Both groups of students completed a 65-item rational deletion cloze task. Subsequently, the students were interviewed in order to investigate their use of intrasentential and intersentential cues with respect to each successfully completed item. The results revealed no significant differences between the processing strategies of the ESL and the native English speaking students. The author concludes that the cloze procedure appears to yield a valid estimate of syntactic and lexical awareness on the level of individual sentences. However, cloze sensitivity to intersentential processes is suspect.

Classroom management in the secondary school foreign language class

Abstract This paper addresses the issue of classroom management in the foreign language teaching context. The dominant sources of management problems are identified and related student behaviors are enumerated. The conclusion provides a rationale and directive for continued research concerning this perplexing topic.

Contrastive analysis and the future of second language education

Abstract The topic under consideration is the potential value of Contrastive Analysis (henceforth: CA) for the future of second language education. A brief review of the psychological basis of CA is considered along with the linguistic developments associated with the movement. The major criticisms of CA also are reviewed. The conclusion includes a rationale for utilizing CA in todays second language classrooms.

In Our Own Words: A Guide with Readings for Student Writers@@@Reading Together: A Reading/Activities Text

PART I: STARTING OUT Chapter 1: Attitudes toward Writing Chapter 2: Strategies for Getting Words on Paper Chapter 3: Coping with Common Writing Problems PART II: WRITING Chapter 4: Experiences Chapter 5: People Chapter 6: Places Chapter 7: Learning from Others: Interviewing Chapter 8: Looking at Difference: Cultural Contrasts Chapter 9: The American Dream: Immigrant Perspectives Chapter 10: Claiming the Dream: Rights and Responsibilities PART III: RETHINKING/REWRITING Chapter 11: Revising Chapter 12: Editing