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Relevant bibliographies by topics / English language English language Academic writing. English language

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Academic literature on the topic 'English language English language Academic writing. English language'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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Journal articles on the topic "English language English language Academic writing. English language"

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Flowerdew, John. "The linguistic disadvantage of scholars who write in English as an additional language: Myth or reality." Language Teaching 52, no. 02 (April 2019): 249–60. http://dx.doi.org/10.1017/s0261444819000041.

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Academics are coming under increasing pressure to publish internationally. Given the global dominance of English, this very likely means publishing in English-medium journals and with publishers which publish in English. This raises the important question of the possible disadvantage of those scholars whose first language is not English and who therefore have the additional burden of having to develop adequate proficiency in an additional language, English. As a student of modern languages to university level and of other languages to rather lower levels of proficiency and as a teacher of English for academic purposes (EAP) and of English for research and publication purposes (ERPP), since I became aware of this issue, I have always believed this extra burden on the English as an additional language (EAL) academic writer to be a self-evident truth. Ken Hyland, however, in a recent book (Hyland, 2015) and an article titled ‘Academic publishing and the myth of linguistic injustice’ (Hyland, 2016a), has taken it upon himself to argue that such an assumption is ill-founded. Hyland argues that native-speakers (NSs) of English encounter the same difficulties as non-native speakers (NNSs) when it comes to academic writing, that ‘academic English is no one's first language’, and that it requires ‘deliberate learning’ by both NSs and NSs (p. 57). Native and non-native writers, Hyland implies, are on a level playing field when it comes to writing for publication, both groups having to jump the same hurdles.

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Bentley, R. Alexander. "Academic copying, archaeology and the English language." Antiquity 80, no. 307 (March 1, 2006): 196–201. http://dx.doi.org/10.1017/s0003598x00093364.

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Verheijen, Lieke. "The language of quoting in academic writing." Dutch Journal of Applied Linguistics 4, no. 1 (August 17, 2015): 101–21. http://dx.doi.org/10.1075/dujal.4.1.10ver.

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Because quotation is a fundamental aspect of academic texts, this corpus study examines the language of quoting in (L2) academic writing. To find out whether there are subtle linguistic differences in the use of quotation by learners of English as a foreign language (EFL) and professional academics who are native speakers of English (NSE), I compare two corpora of scholarly writings: one by upper intermediate and advanced EFL students and one by NSE experts. 1201 Quotes were extracted from the writings and examined for a broad range of lexico-grammatical features relevant to using quotes, including introductions to quotes, lexical items in introducing quotes, ‘special’ quotes, and punctuation surrounding quotes. The findings make clear that EFL students and NSE experts differ significantly on various points in their language of quoting. Making students aware of these differences could make their academic writing more professional, native-like, and sophisticated.

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Vančíková, Jana. "Language Specifics of Writing a Paper in English." Studia commercialia Bratislavensia 3, no. 11 (January 1, 2010): 466–81. http://dx.doi.org/10.2478/v10151-010-0005-5.

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Language Specifics of Writing a Paper in English The paper aims to define the specifics of academic writing with focus on English language. It presents the linguistic features of academic text in comparison to the non-academic writing. Secondly, it provides the extended list of typical expressions used in different parts of academic paper. The paper gives many linguistic examples of expressions frequently used in the research and scientific papers.

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Nesi, Hilary. "Self-access system for English language support." ReCALL 5, no. 8 (May 1993): 28–30. http://dx.doi.org/10.1017/s0958344000005425.

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In common with similar units in many other British Universities, the Centre for English Language Teacher Education at Warwick University offers support in English for Academic Purposes (EAP) for students whose first language is not English. Students newly arriving from overseas are contacted via their departments and are invited to attend classes covering a range of language skills associated with EAP. Classes are typically well-attended in the first months of the academic year, and attendance tends to fall off in the second term, although there is an upsurge in interest in certain areas, such as Academic Writing, as students become increasingly involved in assignment and dissertation writing.

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Munoz Luna, Rosa, and Lidia Taillefer. "Academic Writing in English as a Foreign Language." International Journal of Applied Linguistics 24, no. 2 (July 2014): 291–92. http://dx.doi.org/10.1111/ijal.12066_5.

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Luna, Rosa Muñoz. "Academic Writing in English as a Foreign Language." International Journal of Applied Linguistics 24, no. 3 (November 2014): 425. http://dx.doi.org/10.1111/ijal.12083.

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Ventola, Eija. "Finnish writers' academic English." Functions of Language 1, no. 2 (January 1, 1994): 261–93. http://dx.doi.org/10.1075/fol.1.2.05ven.

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The paper illustrates how many Finnish writers tend to have difficulties coding references to text participants appropriately in their English texts. When organising their texts thematically, Finnish writers also appear to apply thematic patterns which are not typical of English texts. In addition, Finnish writers do not seem to utilise the possibilities of the interplay between the REFERENCE and THEME systems at their textual optimum. The insights into the textual analysis of FL-scientific writing presented here may prove useful when applied linguists are facing the challenge of designing courses for academic writing in a foreign language, courses which will develop learners' consciousness and linguistic skills in organising information in texts in a way which is referentially and thematically cohesive.

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Cabral, Maria L. "Portuguese Higher Education Graduates’ Views on Academic Writing." International Journal of Education 12, no. 1 (March 6, 2020): 75. http://dx.doi.org/10.5296/ije.v12i1.16625.

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This paper examines the language choices and the process of academic writing of a group of 35 Portuguese graduate students in the fields of humanities and social sciences with the aim of illustrating their language preferences, as well as the aspects they take into consideration while writing either in Portuguese or in English.Results of this study indicate that the participants prefer to write their papers in Portuguese, their first language, and that they use similar approaches when writing in both languages. However, findings also reveal they are concerned with slightly different process aspects when composing and revising their texts in Portuguese and in English. These differences seem to be associated with acquired discourse traditions in Portuguese language, as well as with the participants’ lower competence in English language writing.

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Jo, Claire W. "Exploring General Versus Academic English Proficiency as Predictors of Adolescent EFL Essay Writing." Written Communication 38, no. 2 (January 19, 2021): 208–46. http://dx.doi.org/10.1177/0741088320986364.

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Language learning is context-dependent and requires learners to employ different sets of language skills to fulfill various tasks. Yet standardized English as a foreign language assessments tend to conceptualize English proficiency as a unidimensional construct. In order to distinguish English proficiency as separate context-driven constructs, I adopted a register-based approach to investigate academic English proficiency (i.e., specific set of language skills that support academic literacy) and general English proficiency (i.e., wide range of language skills undifferentiated by context that are measured by traditional assessments) as separate predictors of overall essay quality. In the study, students completed a general English proficiency assessment and an academic language proficiency assessment, and essays were coded for academic writing features at the lexical, syntactic, and discourse levels. Beyond the contribution of academic writing features and general English proficiency, academic English proficiency emerged as a significant contributor to essay quality. Findings suggest that academic English proficiency scores more precisely identified a subset of academic language skills that is relevant to essay writing. The article concludes by discussing implications for strategic writing instruction that articulates the key expectations of academic writing used in and beyond school contexts.

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Dissertations / Theses on the topic "English language English language Academic writing. English language"

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Li, Juan. "Revision strategies in English-second-language academic writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0007/MQ45284.pdf.

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Haas, Mark J. Neuleib Janice. "Conversations in context a genre-based pedagogy for academic writing /." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9721395.

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Thesis (D.A.)--Illinois State University, 1996.
Title from title page screen, viewed May 26, 2006. Dissertation Committee: Janice Neuleib (chair), Douglas Hesse, Dana Harrington. Includes bibliographical references (leaves 206-218) and abstract. Also available in print.

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Carlson, Carrie Lea. "Menominee County Writing Center and Lab a rural Michigan academic achievement project /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009carlsonc.pdf.

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Hamp-Lyons, E. M. "Testing second language writing in academic settings." Thesis, University of Edinburgh, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381167.

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Weeden, Scott R. Hesse Douglas Dean. "Teaching discipline-specific academic writing a qualitative study of four semesters /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835922.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 7, 2006. Dissertation Committee: Douglas Hesse (chair), Janice Neuleib, Dana Harrington. Includes bibliographical references (leaves 179-183) and abstract. Also available in print.

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Elizabeth, Medeiros Eileen. "Public writing inside and outside the classroom : a comparative analysis of activist rhetorics /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3298371.

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Russell, Margo K. "A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2023.

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Writing for an academic purpose is not an easy skill to master, whether for a native English speaker (L1) or an English language learner (ELL). In order to better prepare ELL students for success in mainstream content courses at the university level, more must be known about the characteristics of student writing in the local context of an intensive English program. This information can be used to inform ELL writing instructors of which linguistic features to target so that their students produce writing that sounds appropriate for the academic written register. Two corpora of 30 research essays each were compiled, one of L1 student writing done in various departments at Portland State University, and the other of ELL writing produced in an advanced writing course in Portland State University's Intensive English Language Program. The corpora were compared for the frequencies of 13 linguistic features which had been previously found in significantly different frequencies in L1 and ELL essays (Hinkel, 2002). The tokens of each feature in each essay were counted, and the frequency rate was calculated in each case. The results of the Mann-Whitney U test found 6 features with significantly different frequency rates between the two corpora. The following features were more frequent in L1 essays than in ELL essays: modal would, perfect aspect, passive voice, reduced adjective clause, and it-cleft. In addition, the type/token ratio was found be significantly higher in L1 essays than in ELL essays. An analysis of how each of the significant features was used in the context of ELL and L1 essays revealed the following: Both student groups were still acquiring the appropriate use of modal would; the majority of students in both groups did not utilize it-clefts; the lower type/token ratio in ELL essays meant that these students used a more limited vocabulary than did L1 students; and ELL students were still acquiring the accurate and appropriate uses of perfect aspect, passive voice, and reduced adjective clauses, whereas L1 students used these features grammatically and for the standard uses. To apply these findings to the ELL writing classroom, instructors should help students raise their awareness of these six features in their own academic writing by leading students in identifying grammatical and ungrammatical uses of these features and providing practice in differentiating between uses which are standard to the register of academic writing and uses which are appropriate only in conversation. Two sample activities are included to illustrate how to implement these recommendations.

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Yamamoto, Natsuki. "The use of modals in ESL academic writing." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1727.

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Stein, Marcela. "The academic writing experience of non-native speakers of English /." Full text available online, 2008. http://www.lib.rowan.edu/find/theses.

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Miller-Cornell, Carol Ann. "Error feedback in second language writing." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3396.

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This thesis follows five second language (L2) students in an introductory composition class at California State University, San Bernardino. The study investigates their perceptions and responses to grammatical coded feedback provided by their writing instructor. The results showed that students wanted, expected, appreciated and understood the coded feedback that was given to them.

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Books on the topic "English language English language Academic writing. English language"

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Alice, Oshima, ed. Writing academic English. 4th ed. White Plains, NY: Pearson Longman, 2006.

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Contours of English and English language studies. Ann Arbor: University of Michigan Press, 2011.

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O'Loughlin, Judith B. Academic language accelerator. New York, N.Y: Oxford University Press, 2010.

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Wallwork, Adrian. English for Academic Research: Writing Exercises. Boston, MA: Springer US, 2013.

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Ann, Hogue, ed. Writing academic English. 3rd ed. White Plains, NY: Longman, 1999.

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Learning English for academic purposes. Saint-Laurent, Qué: Éditions du renouveau pédagogique inc., 2005.

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Cutchin, Kay Lynch. Landscapes and language: English for American academic discourse. New York: St. Martin's Press, 1998.

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English in academia: Catalyst or barrier? Tübingen: Gunter Narr Verlag, 2008.

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Engaging writing: Essential skills for academic writing. 2nd ed. White Plains, NY: Pearson Education, 2010.

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Brilliant academic writing. Harlow, England: Pearson, 2012.

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Book chapters on the topic "English language English language Academic writing. English language"

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Xu, Zhichang. "Teaching Academic Writing in Context." In English Language Teaching Today, 195–207. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_14.

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Voss, Erik, and Ilka Kostka. "Experiences Flipping Academic Reading and Writing." In Flipping Academic English Language Learning, 35–49. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8657-2_4.

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Oakey, David. "6. Formulaic language in English academic writing." In Using Corpora to Explore Linguistic Variation, 111–29. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/scl.9.08oak.

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Ferris, Dana R. "Writing in a Second Language." In Teaching English to Second Language Learners in Academic Contexts, 75–88. Title: Teaching English to second language learners in academic contexts : reading, writing, listening, and speaking / Jonathan M. Newton, Dana R. Ferris, Christine C. M. Goh, [and two others]. Description: New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315626949-7.

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Strässler, Jürg. "Chapter 14 Can academic writing style be taught?" In Standards and Norms in the English Language, 281–300. Berlin, New York: Mouton de Gruyter, 2008. http://dx.doi.org/10.1515/9783110206982.2.281.

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Ferris, Dana R. "Writing Instruction and Assessment." In Teaching English to Second Language Learners in Academic Contexts, 106–22. Title: Teaching English to second language learners in academic contexts : reading, writing, listening, and speaking / Jonathan M. Newton, Dana R. Ferris, Christine C. M. Goh, [and two others]. Description: New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315626949-9.

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Wisker, Gina. "Writing for academic publication when English is not your first language." In Getting Published, 75–91. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-0-230-39211-3_5.

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Ferris, Dana R. "Building a Writing Curriculum and Developing Strategic Writers." In Teaching English to Second Language Learners in Academic Contexts, 89–105. Title: Teaching English to second language learners in academic contexts : reading, writing, listening, and speaking / Jonathan M. Newton, Dana R. Ferris, Christine C. M. Goh, [and two others]. Description: New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315626949-8.

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Al-Bekai, Wassim. "The Effects of Chat Language on Students’ Academic Writing: A Case Study of Private Lebanese University Students." In English for Specific Purposes Instruction and Research, 307–16. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32914-3_16.

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Wilson, Andrew. "Speech, Writing and Discourse Type." In English Language, 365–77. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_23.

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Conference papers on the topic "English language English language Academic writing. English language"

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Twardzisz, Piotr. "Language and international relations: Linguistic support for other academic disciplines." In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-11.

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This article outlines the content of an elective university course designed for domestic and international students, combining language and international relations. The course is intended to make students more sensitive to the linguistic intricacies of a specialist variety of English. The focus is on its written modes, particularly writing and reading academic (professional) texts dealing with complex foreign policy issues. As a result, students are expected to enhance their academic writing skills. The linguistic component of the course is backed up with a review of world affairs. Conversely, the field of international relations theory is enriched by a systematic study of language effects observed in the respective discourse. The interdisciplinarity of this enterprise benefits students with different academic and cultural backgrounds.

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Perpisa, Lili, M. Zaim, Mukhaiyar, and Ahmad Fauzan. "Online Platform for Academic Writing Activity." In 7th International Conference on English Language and Teaching (ICOELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.024.

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Sari, Dita Lupita, and Choirun Niswatin. "The Design of E-Learning System to Support Academic Writing Skills for Engineering Students of Vocational Higher Education." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221405470555.

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Lee, John, Dariush Saberi, Marvin Lam, and Jonathan Webster. "Assisted Nominalization for Academic English Writing." In Proceedings of the Workshop on Intelligent Interactive Systems and Language Generation (2IS&NLG). Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/w18-6706.

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Ramadhani, Yulia Rizki, Rizka Safriyani, Rini Kesuma Siregar, Elisa Evawani Tambunan, and Yuswin Harputra. "Investigating the Influence of Self-Directed E-Learning Toward Students’ Academic Writing Ability." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.029.

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Mansour, Deena Mohammad. "Using COCA to Foster Students’ Use of English Collocations in Academic Writing." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5301.

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Using Corpora in foreign language teaching is on of the very efficient ways in proposing solutions for pedagogical issues, either through adopting a corpus-based teaching approach or through using the corpus in developing material. Developing academic writing competence is a challenging pedagogical issue for English teachers as well as learners. Second language learners come across considerable challenges as they are developing their academic writing competence. One of these challenges is the use of English collocations since that learning about collocations is of a crucial importance. Hence, due to the wide variety of collocations and their different types, one of the challenges that face both L2 learners of English as well as teachers is how to use English collocations successfully in academic writing due to the fact that collocational awareness and proficiency is a necessity for competent written discourse especially in academic writing. Therefore, academic writing proficiency is one of the major problematic areas that university students encounter. This paper focuses on how to direct students to a more effective use of Corpus of Contemporary American English (COCA) in order to foster their learning process of different English collocations, and use English collocations accurately in their academic writings. This paper illustrates search mechanisms and search strings that could be implemented effectively on COCA to get more representative and accurate collocation results. Keywords: corpus, academic writing, collocations, COCA

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Princess, Paradise, and Hermawati Syarif. "EFL University Students’ Errors in Constructing Complex Sentences in Academic Writing." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.007.

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Malchikova, А. V. "PARTICIPATION OF BELARUS AGRICULTURAL LIBRARY IN PROMOTING PUBLICATIONS OF AGRICULTURAL SCIENTISTS IN THE WORLD INFORMATION SPACE." In БИБЛИОТЕКИ В ИНФОРМАЦИОННОМ ОБЩЕСТВЕ: СОХРАНЕНИЕ ТРАДИЦИЙ И РАЗВИТИЕ НОВЫХ ТЕХНОЛОГИЙ. ООО «Ковчег», 2020. http://dx.doi.org/10.47612/978-985-884-010-5-2020-31-41.

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The article considers participation of Belarus Agricultural Library (BelAL) in integrating results of Belarusian scientific studies into the global information space by preparing article metadata for the international database AGRIS. The main attention was paid to such a mandatory metadata component as an abstract in the English language. The analysis of the abstracts of scientific articles in the English language indicates that most of them are characterized by a small volume and low information content. To solve this problem the library proposes not only editing scientific abstracts, but also conducting seminars on academic writing in the English language for authors. The article also presents an experience of BelAL in conducting a seminar on abstract writing in the English language, as well as plans for conducting seminars on other metadata writing.

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Hartono, Mr, Ruseno Arjanggi, and Destary Praptawati. "Self-Efficacy of Indonesian Non-English Lecturers in Writing English Academic Papers for International Publication." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.6.

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Hass, Atrimecia, and Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.

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The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.

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Reports on the topic "English language English language Academic writing. English language"

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Russell, Margo. A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2022.

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Bailey, Audrey. The Effect of Extended Instruction on Passive Voice, Reduced Relative Clauses, and Modal Would in the Academic Writing of Advanced English Language Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3194.

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.

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Fetter, Robert. An Examination of the English Vocabulary Knowledge of Adult English-for-academic-purposes Students: Correlation with English Second-language Proficiency and the Validity of Yes/No Vocabulary Tests. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6779.

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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.

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Buchan, Greg. Student Attitudes Toward Word Processing and Writing in the English as a Second or Other Language Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6749.

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.

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