Relevant bibliographies by topics / ELT: English for Specific Purposes

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'ELT: English for Specific Purposes'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "ELT: English for Specific Purposes"

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Laborda, J. G. "Developing Courses in English for Specific Purposes." ELT Journal 66, no. 1 (December 15, 2011): 143–44. http://dx.doi.org/10.1093/elt/ccr072.

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Rajguru, Santosh Pundalik. "ESTABLISHING ENGLISH FOR SPECIFIC PURPOSES POSITION IN ELT CONTEXT." Journal of Teaching English for Specific and Academic Purposes 5, no. 3 (October 12, 2017): 515. http://dx.doi.org/10.22190/jtesap1703515r.

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The present paper tries to explain how English language can be useful in establishing dominant positions in various situations. Globalization has become a reality, a fact that cannot be avoided by any nation in the world. As an Eastern country and nation, India now has to prepare a strategy – how to face the Post-Globalization Era. English for Specific Purposes (ESP) is a sphere of teaching English Language including technical English, Scientific English, English for medical professionals, English for waiters, English for tourism. Aviation English as ESP is taught to pilots, air traffic controllers and civil aviation cadets who are going to use it in radio communications. A great deal can be written about the origins of ESP. But there are three notable reasons common to the emergence of all ESP: the demands of a brave new world, a revolution in linguistics, and focus on the learner. This paper would focus on the rise and origin of ESP and how it has acquired its place in the broader categories of language. It is also categorized in different types with its special and unique characteristic features. In the latter part of the paper the learning methodology and future are discussed.
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McDonough, J. "English for specific purposes: a survey review of current materials." ELT Journal 64, no. 4 (September 15, 2010): 462–77. http://dx.doi.org/10.1093/elt/ccq060.

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Fitria, Tira Nur. "Teaching English for Specific Purposes (ESP) to the Students in English Language Teaching (ELT)." JET ADI BUANA 5, no. 01 (April 30, 2020): 55–66. http://dx.doi.org/10.36456/jet.v5.n01.2020.2276.

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This article will provide 1) general overview and course design of English for Specific Purposes in the field of ELT (English Language Teaching), 2) the role of teacher and student in English for Specific Purposes (ESP), and 3) the difficulties related to teacher, student, environment and others in teaching English for Specific Purposes (ESP). In the field of English Language Teaching (ELT), English for Specific Purposes (ESP) concerns the specific English language needs of the target learners/students. It refers to teaching a specific genre of English for students with specific goals which is oriented and focused on English teaching and learning. ESP is designed and developed based on an assessment of purposes and needs and the activities for which English is needed. There are many teacher’s roles, such as asking to organize courses, setting the learning objectives, establishing a positive learning environment and evaluating the students' progress. While, the learners are related to a specific interest in learning, subject matter knowledge, and well-built learning strategies. In the implementation of ELT, there are any difficulties or problems related to the teacher in teaching ESP, such as the low quality of lectures and textbooks, teachers’ improper qualification and teaching methods and lack of a theoretical framework of teaching ESP. Difficulties related to the students, such as demographic characteristics and demands of learning ESP, English proficiency, differences between different languages, lack of vocabulary, depending on the dictionary and lack of skills in using dictionary especially ESP terms. While, the difficulties related to the environment and others are lack of teaching materials, classes with a too large student number, and heavily focused on the examination.
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Bošković, Dražena, and Ivona Šetka Čilić. "English for Specific Purposes - Yesterday, Today, Tomorrow." Društvene i humanističke studije (Online) 7, no. 4(21) (December 30, 2022): 283–306. http://dx.doi.org/10.51558/2490-3647.2022.7.4.283.

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The phenomenon of English for specific purposes (ESP) occurred in 1960 as a result of a fast revolution in theoretical linguistics, followed by worldwide demands for a faster and better learning of the English language in both professional and academic environments, as well as a result of an increased pressure on educators and educational institutions to focus more on needs of students. English for specific purposes occurred within English Language Teaching (ELT); however, later, it became an autonomous subfield of applied linguistics. This article deals with major definitions of the concept, its origin, basic characteristics, followed by a discussion about the most prominent evolution phases of English for specific purposes. Furthermore, it tries to predict the future of this extremely important field. The article begins with an introduction where we present basic definitions and characteristics of the term. After that, we discuss the early years of English for specific purposes, key concepts with an emphasis on the notion of needs analysis and the modern era in which the genre becomes the central topic of study, but we also overview recent research in the field of corpus linguistics and ethnography. The conclusion discusses possible future directions and development of English for specific purposes.
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Salmani-Nodoushan, Mohammad Ali. "English for specific purposes: Traditions, trends, directions." Studies in English Language and Education 7, no. 1 (March 2, 2020): 247–68. http://dx.doi.org/10.24815/siele.v7i1.16342.

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English for Specific Purposes (ESP) began around fifty years ago as a result of pressing worldwide demands for fast-paced language training in occupational and professional settings, rapid revolutions in theoretical linguistics, and burgeoning pressures on schools and educators to focus on, and to be responsive to, learners’ needs. It started within the field of English Language Teaching (ELT) but has gradually established itself as an autonomous subfield of Applied Linguistics (AL). This paper will review the origins, evolution, and status quo of ESP, and then predict the future directions of this important field. The theoretical, analytical, and methodological evolutions of ESP are reviewed, the positions of genre analysis, target language use situation analysis, and context in ESP are described, the ‘just-in-case’ EAP and ‘just-in-time’ EOP approaches are compared, and the text-first and context-first approaches to discourse structure analysis are compared. The paper predicts that ESP will adopt a wide-angled epistemological stance to survey the (a) discursive, (b) generic, (c) social, and (d) organizational structures of specialized texts and discourses, as well as those of texts and discourses simplified for the popularization of science, in a systematic and contextualized manner. ESP practitioners are also warned about the potential threats of teaching genres of power within ESP.
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Flowerdew, J. "Survey review: English for Specific Purposes-a selective review of the literature." ELT Journal 44, no. 4 (October 1, 1990): 326–37. http://dx.doi.org/10.1093/elt/44.4.326.

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McKinley, Jim, and Heath Rose. "English language teaching and English-medium instruction." Journal of English-Medium Instruction 1, no. 1 (January 21, 2022): 85–104. http://dx.doi.org/10.1075/jemi.21026.mck.

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Abstract The role of English language teaching (ELT) in English-medium instruction (EMI) can vary widely depending on education policy objectives and teachers’ responses to EMI students’ language and learning needs. In this paper, we provide a narrative review of a growing number of studies reporting language-related challenges as the foremost barrier to successful implementation of EMI. Such research highlights the fundamental roles that English for Academic Purposes (EAP) and English for Specific Purposes have in the provision of targeted language support for EMI students. Based on this review, we set a future research agenda, calling for explorations into the efficacy of English language programs for supporting EMI students to reach educational outcomes. We also call for explorations of greater collaboration between English language practitioners and content lecturers to ensure the right type of language support is being provided to students. The paper ends with a discussion for the need to reposition EAP as English for Specific Academic Purposes to ensure students’ specific academic needs are met. Essentially, universities offering EMI will need to account for their unique institutional characteristics to ensure ELT provision is central in organizational and curricular structures; otherwise, they may be setting their own students up to fail.
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Umera-Okeke, N., and Ada Okeke. "An Evaluation of English for Specific Purposes (ESP) As a Modern Trend in English Language Teaching (ELT)." African Research Review 8, no. 3 (September 10, 2014): 179. http://dx.doi.org/10.4314/afrrev.v8i3.15.

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Wulandari, Ria, Muhammad Khusnun Muhsin, and Tambunan Tambunan. "A NEED ANALYSIS OF ENGLISH FOR SPECIFIC PURPOSES (ESP) FOR NURSING STUDENTS AT SMKS KESEHATAN KENDARI." Journal of Teaching English 4, no. 3 (September 14, 2019): 355. http://dx.doi.org/10.36709/jte.v4i3.13964.

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English for Specific Purposes (ESP) has been discussed for a long time around the world in the field of English Language Teaching (ELT). Teaching English based on students’ needs is important, particularly for those learners who learn English beyond the academic purposes such as vocational high school students. The objective of this study is to analyse nursing students’ needs for ESP materials at SMKS Kesehatan Kendari based on Target Situation Analysis. Therefore, this study is conducted to identify the Target Situation Analysis (TSA) of one of vocational high school in Kendari. This study employed research and development design with 22 samples. The data obtained from questionnaire were analysed statistically by using SPSS version 16.0. The result shows that students need in learning English process for the tasks of speaking skill; how to ask question English well, how to answer question English well, do communication with schoolmates, do communication with teachers, and do communication with patients. Listening skill; listening and understanding when do face to face conversations, listening and understanding through conversation on the phone, listening and understanding the content of forum discussions, and listening and understanding the content of announcements. Reading skill; how to read health magazine, how to read announcement, and how to read patient list, and Writing skill; how to fill the patients form and how to write medical report. Based on the findings, it concludes that speaking and listening skills are the most needed by nursing students in order to communicate in English. Keywords: English for Specific Purposes (ESP), Need Analysis, Target Situation Analysis (TSA), Nursing Students
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Dissertations / Theses on the topic "ELT: English for Specific Purposes"

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Crandell, Emily R. "Quizlet Flashcards for the First 500 Words of the Academic Vocabulary List." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6335.

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The Academic Vocabulary List (AVL) was produced by a rationale for word inclusion improved from the methodology used to generate Coxhead's AWL (Gardner & Davies, 2014). It offers a comprehensive view of high frequency academic vocabulary that could greatly benefit ELLs if implemented into ELL curricula (Gardner & Davies, 2014). However, because of the newness of the list, there are few learning resources currently utilizing the AVL. The major objective of this thesis project was to create digital flashcards for the first 500 words of the AVL to increase the list's accessibility to ELLs and teachers worldwide. These flashcards were made available through Quizlet's online interface. This paper describes the two types of flashcards developed: AVL words paired with simplified English (learner) definitions, and AVL words paired with L1 translations into seven languages. It further describes an evaluation of these flashcards by ESOL teachers working at a U.S. intensive English program, and concludes with suggestions for the future development of AVL learning resources.
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Alali, Shatha Abdulmohsen. "BUSINESS COMMUNICATION IN GLOBAL CONTEXTS: STUDYING THE EXPERIENCES OF NATIVE ENGLISH SPEAKING (NES) AND NON-NATIVE ENGLISH SPEAKING (NNES) PROFESSIONALS IN MULTILINGUAL, MULTICULTURAL ORGANIZATIONS." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556203981889352.

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Melendy, Galon Anthony. "Professional English communication training for English for specific purposes." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1872.

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Tomashevska, A. Yu. "The origin of English for specific purposes." Thesis, БДМУ, 2020. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/18283.

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Nigi, Tamara <1961&gt. "Around and beyond English for specific purposes." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/11986.

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When, starting from an educational background in translation, I became an English Language tutor to adults in corporate and professional settings, I happened to notice some distorted expectations among recipients of tuition about the outcomes of self-contained, non academic language courses. The key question I have thus posed myself over time has thus always been: what are the actual possibilities of mediating along this polarity? The above question eventually sparked a couple more which are the ones I am going to be addressing in my dissertation: “What is language learner autonomy and can it be fostered in the context of Italian SMEs (small-medium enterprises)? “Can a flexible context-based approach to teaching help sketch an idea of ecology of second language development and use in such dynamic contexts”. To try and answer the above questions, I shall be drawing guidance from some recent developments and insights in the study of learner autonomy against the backcloth of the CEFR and ELP. I will also offer some historical background on internationalizaton and the Italian SMEs scenary.
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Sokolova, I. V. "English for Specific Purposes: English for Economic Cybernetics Course Design." Thesis, Publishing House Education and Science s.r.o.(Praha), 2005. http://essuir.sumdu.edu.ua/handle/123456789/62086.

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Матеріал містить вимоги щодо курсу з англійської мови для студентів Екномічної кібернетики"б завдання курсу та систему вправ. Крім того, в статті надаються результати аналізу потреб студентів.
The article presents the requirements of English coures for Economic Cybernetics, the tasks of the course and the system of assignments. It also contains the results of students' needs analysis.
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Qattous, Kathem Mohammed. "The cultural dimension of English for specific purposes." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/5478/.

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In the variation of English for Occupational Purposes, ESP is usually considered to be culture-free. This thesis investigates, as an example, a vocational ESP program in Saudi Arabia to establish, first, what cultural values might be present in the course materials, and second, how the ESP programme relates to the school system in which workers have been educated. The study proposes that there is a cultural content even in what appears to be a culture-free ESP program, and that this cultural content is expected to provide the non-native target population learners with values and thinking abilities that are different from those that are in the receiving environment. The study shows how an ESP program can have a Western cultural perspective that provides Western values and thinking abilities and general / basic education. The thesis consists of six chapters and a general introduction. The Introduction discusses the significance of ESP, the general view that it is 'culture-free', and the importance of analysing an example ESP program to see if this is the case. Chapter One presents an account of ESP, its definition, nature, development, and key issues in the field of its syllabus design and significance in its various fields, with focus on the significance of ESP having a common core component. Chapter Two presents an account of the literature on the concepts of socialisation and culture, its definition, nature, relation with language, learning, and significance in foreign language teaching (FLT), English language teaching (ELT), and specifically in ESP. Chapter Three introduces Saudi Arabia, with a brief account of its socio- cultural aspects, religion, educational system, and the significance of English language teaching in it. It also has a section about the Arabian American Oil Company (Aramco) which represents the environment of Western cultural learning in the ESP program, namely Vocational English Language Training (VELT).
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Denysenko, V. "Teaching methods for teaching English for specific purposes." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18524.

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Wallace, Ray B. Brosnahan Irene. "English for specific purposes in ESL undergraduate composition classes rationale /." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514787.

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Thesis (D.A.)--Illinois State University, 1985.
Title from title page screen, viewed June 22, 2005. Dissertation Committee: Irene Brosnahan (chair), Russell Rutter, William Piland, Ronald Fortune, Maurice Scharton. Includes bibliographical references (leaves 92-96) and abstract. Also available in print.
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Tan, Shen Wen. "English for Occupational Purposes: Elastomer English." Kent State University Honors College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1463096101.

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Books on the topic "ELT: English for Specific Purposes"

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Kennedy, Chris. English for specific purposes. Hemel Hempstead: Modern English Publications [i.e. PhoenixELT], 1996.

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Harkness, Shiona. You're welcome!: English for hotel reception. Walton-on-Thames: Nelson, 1992.

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Harkness, Shiona. With pleasure!: English for hotel service staff. Walton-on-THames: Nelson, 1992.

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Harkness, Shiona. You're welcome. Walton on Thames: Nelson, 1990.

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Johnson, C. M. General engineering. New York: Prentice Hall, 1992.

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Johnson, C. M. General engineering. London: Cassell, 1988.

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Johnson, C. M. General engineering. New York: Prentice Hall, 1992.

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Basturkmen, Helen. Ideas and options in English for specific purposes. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers, 2006.

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Basturkmen, Helen. Ideas and options in English for specific purposes. Mahwah, N.J: Lawrence Erlbaum Associates, Publishers, 2005.

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Stanton, A. J. Longman commercial communication: An intermediate course in English for commercial correspondence and practice. Harlow: Longman, 1988.

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Book chapters on the topic "ELT: English for Specific Purposes"

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Wasko, Christine V. "Can We Use an Outside-Expert, Conversational ESP Stimulus with Adjustable Oral Communication Anxiety to Motivate Chinese ELL, First Year, Undergraduate Students During the Final Semester Quarter?" In Asian Research on English for Specific Purposes, 11–21. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1037-3_2.

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Mambu, Joseph Ernest. "English for Advocacy Purposes." In Critical ELT Practices in Asia, 111–36. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-797-4_6.

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Hyland, Ken. "English for Specific Purposes." In International Handbook of English Language Teaching, 391–402. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-46301-8_28.

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Brown, James Dean. "English for Specific Purposes." In Handbook of Practical Second Language Teaching and Learning, 68–82. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003106609-6.

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Basturkmen, Helen. "English for Specific Purposes." In Research Questions in Language Education and Applied Linguistics, 55–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_10.

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Starfield, Sue. "English for specific purposes." In The Routledge Handbook of English Language Teaching, 150–63. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-14.

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Kinnear, Penny. "English for Specific Purposes." In The Routledge Handbook of Sociocultural Theory and Second Language Development, 357–77. New York : Routledge, 2018. | Series: Routledge handbooks in applied linguistics: Routledge, 2018. http://dx.doi.org/10.4324/9781315624747-23.

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Ferguson, Gibson. "English for Medical Purposes." In The Handbook of English for Specific Purposes, 243–61. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118339855.ch13.

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Charles, Maggie. "English for Academic Purposes." In The Handbook of English for Specific Purposes, 137–53. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118339855.ch7.

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Anthony, Laurence. "Introduction." In Introducing English for Specific Purposes, 1–5. London ; New York : Routledge, [2018] | Series: Routledge introductions to English for specific purposes: Routledge, 2018. http://dx.doi.org/10.4324/9781351031189-1.

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Conference papers on the topic "ELT: English for Specific Purposes"

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Polic, Tamara, Jasminka Tomljanovic, and Nikola Anic. "eAssessment in English for specific purposes." In 2014 International Conference on Education Technologies and Computers (ICETC). IEEE, 2014. http://dx.doi.org/10.1109/icetc.2014.6998896.

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Nagy, Renáta, and Dr Vilmos Warta. "Online Assessment of English for Specific Purposes." In 2nd International Conference on Machine Learning Techniques and NLP (MLNLP 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.111426.

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The study is about the questions of online assessment of English for Specific Purposes. The focus is on online assessment as a possible future form of language testing which truly has a huge importance hence today’s situation around the globe. It can unquestionably be used as a perspective in a vast array of contents The study is innovative and its main aim is to uncover the intriguing questions and issues of online testing and to enlighten the candidates and professional assessors about the advantages and disadvantages of online testing. A thorough experimental process is currently being implemented involving a process that includes an online questionnaire completed by English and Hungarian students at the Medical School of the University of Pécs. Material and methods include already completed surveys, which will be followed by needs analysis and trial versions of online tests. These surveys do not only question future candidates but also assessors in order to find both perspectives of needs and wants. These include the aspects of tasks, content, skills, technology and others.
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Marita, Yosi, Mirna Yunita, and Ade Hidayat. "English for Specific Purposes in Geography Learning." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.46.

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Zhang, Luning. "Formative Assessment in English for Specific Purposes." In 2016 Eighth International Conference on Measuring Technology and Mechatronics Automation (ICMTMA). IEEE, 2016. http://dx.doi.org/10.1109/icmtma.2016.83.

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Stan, Rodica-Silvia. "TEACHING ENGLISH FOR SPECIFIC PURPOSES: AN EXPERIMENT." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1822.

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Krčelić, Petra. "VOCABULARY LEARNING STRATEGIES: GENERAL ENGLISH VS. ENGLISH FOR SPECIFIC PURPOSES." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0292.

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Alekseeva, Ludmila. "TRENDS TO FOLLOW IN ENGLISH FOR SPECIFIC PURPOSES." In 18th International Multidisciplinary Scientific GeoConference SGEM2018. Stef92 Technology, 2018. http://dx.doi.org/10.5593/sgem2018/5.4/s22.041.

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Chilingaryan, Kamo. "ENGLISH FOR SPECIFIC PURPOSES IN THE HOSPITALITY INDUSTRY." In ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.202019.

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Bérešová, Jana. "MEDIATION IN ENGLISH FOR SPECIFIC ACADEMIC PURPOSES EDUCATION." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0930.

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Reić, Ada, and Sandra Kovačević. "Interdisciplinary approach in teaching English for specific purposes." In 1st International Scientific Conference on Economy, Management and Information Technologies – ICEMIT 2023. Toplica Academy of Applied Studies, Department of Business Studies Blace, 2023. http://dx.doi.org/10.46793/icemit23.341r.

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Combining different areas of study has always been a useful approach and a necessary tool in modern teaching. When teaching language for specific purposes, it is one of the most productive ways to modernise the learning process and implement the theory into practice. One example of interdisciplinary approach in teaching language for specific purposes is combining the courses Sociology of Sport together with Business English course in terms of organising field class which is aiming to expose students to real English in use environment and giving them an oportunity to explore sociological aspects relevant to their studies. Students of sports management conduct a semi-structured interview about perception of Split as a city of sports among foreign tourists in local area and thus learn how to research the relevant topic in real life sourrounding, report back about the results of the interview and use English language throughout all activities.
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Reports on the topic "ELT: English for Specific Purposes"

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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
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Lavadenz, Magaly. Masking the Focus on English Learners: The Consequences of California’s Accountability System Dashboard Results on Year 4 Local Control and Accountability Plans (LCAPs). Center for Equity for English Learners, 2018. http://dx.doi.org/10.15365/ceel.lcap2018.1.

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Abstract:
California’s Local Control Funding Formula (LCFF), signed into law in 2013, centers equity as a key to increased and improved services for three targeted student subgroups, including English Learners (ELs), low-income students, and foster youth. As a component of LCFF, districts develop Local Control and Accountability Plans (LCAPs) to specify their goals and strategies for using LCFF funds for equity and continuous improvement purposes. The California Model Five by Five Grid Placement Report (Spring 2017 Dashboard) included the Five by Five Placement Grid, a key function of which is to identify the needs of diverse ELs. The Dashboard and the LCAPs are two policy mechanisms with great promise in combining school finance and accountability reform to promote equity and coherent state-wide. In this report, Lavadenz and colleagues review the EL policy context and examine the connection between the two contemporary policy mechanisms in California, namely the Year 4 LCAP and the California Department of Education’s Accountability Model (Spring 2017 Dashboard). The authors use a sample of 26 California school districts with high numbers/percentages of ELs and conclude that California’s current accountability system diminishes the urgency to respond to educational needs of the English Learner subgroup and undermines the equity intent of the LCFF. Few promising practices and assets-based approaches were identified in the LCAPs, and there is minimal mention of metrics focused on EL outcomes. The authors provide recommendations at state, county office of education and district levels.
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