The authors argue that English language learner (ELL) language assessment policy and poor language tests partly account for ELLs’ disproportionate representation in special education. Previous research indicates that many states routinely assess ELLs’ first language (L1) at initial enrollment and that ELLs identified as limited in both languages have relatively high rates of identification in s...

This study aims to investigate the nature of collaboration in an EFL collaborative editing task, particularly evidence first language (L1) use and patterns interaction that students used formed when working with a passage task. The recruited 22 grade eleven SMA Xaverius, Pringsewu. follows framework Storchs’ dyadic pattern (2002) Storch Aldosari's L1 function code analyze its data. data this we...

Interview-based research in multilingual situations can present researchers with specific ethical challenges relating to language-based power play, data handling and presentation. Studies indicate favouring the L1 (first language) as an interviewing language may produce better quality data, but external pressures favour English dominant language. This article examines researcher perceptions exp...

Research on spoken language bilinguals has shown that there is a significant relationship between socioeconomic status (SES) and literacy outcomes. The mechanism of SES as a predictor of literacy success has two competing explanations. One assumes a direct impact of SES on literacy through expanded opportunities to read and better maternal mediation of literacy activities; the other assumes an ...

Reading picture books in the first language (L1) before rereading them second (L2) is assumed to be beneficial for young dual learners (DLLs). This pilot study examined how sharing digital L1 or L2 at home reading kindergarten affected book-specific vocabulary learning and story comprehension. Participants were 14 three- four-year-old children who spoke Polish learned Norwegian as their languag...

Two acoustic studies of voice onset time (VOT) in sibilant–stop (ST) consonant clusters, produced by first language (L1) speakers Polish, are presented. In the first, a baseline study L1 Polish comparing ST clusters with initial singleton stops, small degree VOT shortening after /s/ was found for /p/, but not /t/. The second compared productions (L2) English across two levels proficiency, speak...

Title of dissertation: AUTOMATIC ACTIVATION OF SEMANTIC REPRESENTATION DURING SECOND LANGUAGE PROCESSING Written by: Sun Young Ahn, Doctor of Philosophy, 2015 Directed by: Professor Nan Jiang Department of Second Language Acquisition The present study is motivated by two questions. First, can late learners of a second language (L2), who begin learning after puberty and are unbalanced bilinguals...