Measures and References: Primary Language

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Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

Language History Questionnaire (Li et al., 2006): Self-report questionnaire to assess adults' experience, proficiency, and use of their languages

TOEFL: Standardized test which measures non-native English speakers' ability to read, write, understand and speak English in a higher education context

References

Abduljabbar, A. L. (2019). The predictive utility of critical thinking skills on language proficiency in adult English as a second language learners [Doctoral dissertation, Grand Canyon University].

Arnesen, K. T. (2019). Understanding adult English language learners' experience with self-regulation in a blended English language course. [Master's thesis, Brigham Young University].

Batalova, J., & Fix, M. (2019). Credentials for the Future: Mapping the Potential for Immigrant-Origin Adults in the United States. Washington, DC: Migration Policy Institute.

Biazotto Andre, A. (2018). Learning about and becoming aware of reading strategies and metacognition in English by adult second language learners. [Doctoral dissertation, Illinois State University].

Bigelow, M., & Schwarz, R. L. (2010). Adult English language learners with limited literacy. National Institute for Literacy. Washington, DC.

Burt, M., Peyton, J. K., & Schaetzel, K. (2008). Working with adult English language learners with limited literacy: Research, practice, and professional development. Washington, DC: Center for Applied Linguistics. Retrieved September, 12, 2008.

Burt, M., Peyton, J. K., & Adams, R. (2003). Reading and adult English language learners: A review of the research. National Center for ESL Literacy Education (NCLE).

Condelli, L., Wrigley, H., & Yoon, K. S. (2009). "What works" for adult literacy students of English as a second language. Tracking Adult Literacy and Numeracy Skills: Findings from Longitudinal Research, 132-159.

Craik, F. I., Bialystok, E., & Freedman, M. (2010). Delaying the onset of Alzheimer disease: Bilingualism as a form of cognitive reserve. Neurology, 75(19), 1726-1729.

Declerck, M., & Philipp, A. M. (2015). A review of control processes and their locus in language switching. Psychonomic Bulletin & Review, 22(6), 1630-1645.

Finn, H. B. (2010). Overcoming barriers: Adult refugee trauma survivors in a learning community. TESOL Quarterly, 44(3), 586-596.

Greenberg, D., Wise, J., Frijters, J., Morris, R., Fredrick, L., Rodrigo, V., & Hall, S. (2013). Persisters and nonpersisters: Identifying who stays and who leaves from adult literacy interventions. Reading and Writing: An Interdisciplinary Journal, 26(4), 495-514.

Grabe, W. (2014). Key issues in L2 reading development. In Proceedings of the 4th CELC Symposium for English Language Teachers-Selected Papers (pp. 8-18).

Granena, G., & Long, M. (Eds.). (2013). Sensitive periods, language aptitude, and ultimate L2 attainment (Vol. 35). John Benjamins Publishing.

Hartshorne, J. K., Tenenbaum, J. B., & Pinker, S. (2018). A critical period for second language acquisition: Evidence from 2/3 million English speakers. Cognition, 177, 263-277.

Ingvalson, E. M., Ettlinger, M., & Wong, P. C. (2014). Bilingual speech perception and learning: A review of recent trends. International Journal of Bilingualism, 18(1), 35-47.

Jiang, B., & Kuehn, P. (2001). Transfer in the academic language development of post-secondary ESL students. Bilingual Research Journal, 25(4), 653-672.

Komiyama, R. (2013). Factors underlying second language reading motivation of adult EAP students. Reading in a Foreign Language, 25(2), 149-169.

Li, P., Sepanski, S., & Zhao, X. (2006). Language history questionnaire: A web-based interface for bilingual research. Behavior Research Methods, 38(2), 202-210.

Linck, J. A., Osthus, P., Koeth, J. T., & Bunting, M. F. (2014). Working memory and second language comprehension and production: A meta-analysis. Psychonomic Bulletin & Review, 21(4), 861-883.

Martinez, T. E., Wang, T., & Petsod, D. (2005). Supporting English language acquisition: Opportunities for foundations to strengthen the social and economic well-being of immigrant families. Baltimore: The Anne E. Casey Foundation.

McCardle, P., Mele-McCarthy, J., Cutting, L., Leos, K., & D'Emilio, T. (2005). Learning disabilities in English language learners: Identifying the issues. Learning Disabilities Research & Practice, 20(1), 1-5.

Middleton, A., Turner, G. H., Bitner‐Glindzicz, M., Lewis, P., Richards, M., Clarke, A., & Stephens, D. (2010). Preferences for communication in clinic from deaf people: A cross‐sectional study. Journal of Evaluation in Clinical Practice, 16(4), 811-817.

National Center for Education Statistics. (2018). Indicator 5: Student computer use and internet-access at home. https://nces.ed.gov/pubs2017/2017098/ind_05.asp

Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412-446.

Park, G. (2013). 'Writing is a way of knowing': writing and identity. ELT Journal, 67(3), 336-345.

Prior, A., & Gollan, T. H. (2011). Good language-switchers are good task-switchers: Evidence from Spanish-English and Mandarin-English bilinguals. Journal of the International Neuropsychological Society, 17(4), 682-691.

Ransdell, S., Barbier, M. L., & Niit, T. (2006). Metacognitions about language skill and working memory among monolingual and bilingual college students: When does multilingualism matter? International Journal of Bilingual Education and Bilingualism, 9(6), 728-741.

Ringbom, H., & Jarvis, S. (2009). The importance of cross-linguistic similarity in foreign language learning. In H. Long, Michael & J. Doughty, Catherine (Eds.), The Handbook of Language Teaching (pp. 106-118). Wiley-Blackwell.

Rose, G. L. (2009). Language acculturation anxiety in Spanish speaking adults learning English. SL&i en red: Segundas Lenguas e Inmigracion en red, (3), 26-49.

Russo, M., Islam, G., & Koyuncu, B. (2017). Non-native accents and stigma: How self-fulfilling prophesies can affect career outcomes. Human Resource Management Review, 27(3), 507-520.

Van Rinsveld, A., Brunner, M., Landerl, K., Schiltz, C., & Ugen, S. (2015). The relation between language and arithmetic in bilinguals: Insights from different stages of language acquisition. Frontiers in Psychology, 6, 265.

Wood, K. (2011). Writing Together: Building Community through Learner Stories in Adult ESL. TESOL Journal, 2(2), 239-248.

Wrigley, H.S., Chen, J., White, S., & Soroui, J. (2009) Assessing the literacy skills of adult immigrants and adult English language learners. New Directions for Adult and Continuing Education, 2009(121), 5-24.

Yoon, H., Jang, Y., Vaughan, P. W., & Garcia, M. (2020). Older adults' Internet use for health information: Digital divide by race/ethnicity and socioeconomic status. Journal of Applied Gerontology, 39(1), 105-110.