Experience

Publications

• Vocabulary size and depth of word knowledge in adult-onset second language acquisition

  International Journal of Applied Linguistics, 21 (1)

  This study investigated whether adult-onset second language (L2) learners achieve native level vocabulary after decades of immersion. Vocabulary tests were given to three groups of participants: highly successful adult-onset learners of English, monolingual English speakers, and bilingual native speakers of English. Overall, the native speakers outperformed the non-native speakers; however, the rate of native like achievement was remarkably high among the successful adult-onset learners, which indicated that native level L2 vocabulary size and depth of word knowledge were attainable in adulthood. Factors that correlated with native level L2 vocabulary were: childhood caregivers' education, verbal ability and literacy in the native language, and interest in word learning and daily reading. The findings suggest that the lexicon may be the potentially most successful area of adult-onset L2 learning. Olyan felnőttkori angol nyelvtanulók szókincsét vizsgáltuk, akik több évtizedig amerikai angol nyelvterületen tartózkodtak és az angol nyelvet sikeresen elsajátították. A felnőttkori angol nyelvtanulókat két kontroll csoporttal hasonlítottuk össze szókincsfelmérő tetszek alapján: egy nyelven beszélő amerikai angol anyanyelvűekkel és több nyelven beszélő amerikai angol anyanyelvűekkel. Mindent összevetve, az angol anyanyelvű kontroll csoportok magasabb eredményt értek el. Ennek ellenére meglepően magas volt a sikeres felnőttkori nyelvtanuló mintacsoportban azoknak az aránya, akik anyanyelvi szintű angol szókincset értek el, ami arra utal, hogy egy idegennyelv szókincse felnőttkorban is elsajátítható anyanyelvi szinten.

• Vocabulary size and depth of word knowledge in adult-onset second language acquisition

  International Journal of Applied Linguistics, 21 (1)

  This study investigated whether adult-onset second language (L2) learners achieve native level vocabulary after decades of immersion. Vocabulary tests were given to three groups of participants: highly successful adult-onset learners of English, monolingual English speakers, and bilingual native speakers of English. Overall, the native speakers outperformed the non-native speakers; however, the rate of native like achievement was remarkably high among the successful adult-onset learners, which indicated that native level L2 vocabulary size and depth of word knowledge were attainable in adulthood. Factors that correlated with native level L2 vocabulary were: childhood caregivers' education, verbal ability and literacy in the native language, and interest in word learning and daily reading. The findings suggest that the lexicon may be the potentially most successful area of adult-onset L2 learning. Olyan felnőttkori angol nyelvtanulók szókincsét vizsgáltuk, akik több évtizedig amerikai angol nyelvterületen tartózkodtak és az angol nyelvet sikeresen elsajátították. A felnőttkori angol nyelvtanulókat két kontroll csoporttal hasonlítottuk össze szókincsfelmérő tetszek alapján: egy nyelven beszélő amerikai angol anyanyelvűekkel és több nyelven beszélő amerikai angol anyanyelvűekkel. Mindent összevetve, az angol anyanyelvű kontroll csoportok magasabb eredményt értek el. Ennek ellenére meglepően magas volt a sikeres felnőttkori nyelvtanuló mintacsoportban azoknak az aránya, akik anyanyelvi szintű angol szókincset értek el, ami arra utal, hogy egy idegennyelv szókincse felnőttkorban is elsajátítható anyanyelvi szinten.

• Teaching tiered vocabulary

  Wiley

  This entry reviews the three-tiered approach to vocabulary teaching from the perspective of second language educators. Tiered vocabulary teaching was introduced by Beck and her colleagues (Beck, McKeown, & Kucan, 2002/2013) as a critical component of reading instruction in the elementary classroom and has become one of the most widely implemented vocabulary programs in grades K–4 in the United States. The authors have argued that the approach is equally suitable for English language learners (Beck, McKeown, & Kucan, 2008, 2002/2013). This entry contends that although the design features are compatible with best practice in instructed second language vocabulary learning, some of the assumptions lack validity for ELLs and the scope is insufficient to close the lexical gap for reading comprehension. Tiered vocabulary teaching is best viewed as a welcome addition to the reading instruction of ELLs, but not as a comprehensive vocabulary program for English language development.

• Vocabulary size and depth of word knowledge in adult-onset second language acquisition

  International Journal of Applied Linguistics, 21 (1)

  This study investigated whether adult-onset second language (L2) learners achieve native level vocabulary after decades of immersion. Vocabulary tests were given to three groups of participants: highly successful adult-onset learners of English, monolingual English speakers, and bilingual native speakers of English. Overall, the native speakers outperformed the non-native speakers; however, the rate of native like achievement was remarkably high among the successful adult-onset learners, which indicated that native level L2 vocabulary size and depth of word knowledge were attainable in adulthood. Factors that correlated with native level L2 vocabulary were: childhood caregivers' education, verbal ability and literacy in the native language, and interest in word learning and daily reading. The findings suggest that the lexicon may be the potentially most successful area of adult-onset L2 learning. Olyan felnőttkori angol nyelvtanulók szókincsét vizsgáltuk, akik több évtizedig amerikai angol nyelvterületen tartózkodtak és az angol nyelvet sikeresen elsajátították. A felnőttkori angol nyelvtanulókat két kontroll csoporttal hasonlítottuk össze szókincsfelmérő tetszek alapján: egy nyelven beszélő amerikai angol anyanyelvűekkel és több nyelven beszélő amerikai angol anyanyelvűekkel. Mindent összevetve, az angol anyanyelvű kontroll csoportok magasabb eredményt értek el. Ennek ellenére meglepően magas volt a sikeres felnőttkori nyelvtanuló mintacsoportban azoknak az aránya, akik anyanyelvi szintű angol szókincset értek el, ami arra utal, hogy egy idegennyelv szókincse felnőttkorban is elsajátítható anyanyelvi szinten.

• Teaching tiered vocabulary

  Wiley

  This entry reviews the three-tiered approach to vocabulary teaching from the perspective of second language educators. Tiered vocabulary teaching was introduced by Beck and her colleagues (Beck, McKeown, & Kucan, 2002/2013) as a critical component of reading instruction in the elementary classroom and has become one of the most widely implemented vocabulary programs in grades K–4 in the United States. The authors have argued that the approach is equally suitable for English language learners (Beck, McKeown, & Kucan, 2008, 2002/2013). This entry contends that although the design features are compatible with best practice in instructed second language vocabulary learning, some of the assumptions lack validity for ELLs and the scope is insufficient to close the lexical gap for reading comprehension. Tiered vocabulary teaching is best viewed as a welcome addition to the reading instruction of ELLs, but not as a comprehensive vocabulary program for English language development.

• Lexical richness in the spontaneous speech of adult bilinguals

  In Olpińska, M., & Romanowski, P. (Eds.), Bilingual landscape of the contemporary world (pp. 64-82). Frankfurt: Peter Lang

  The study investigated the eventual attainment in adult-onset bilinguals’ later learned languages in the area of the lexicon. To examine whether successful adult-onset bilinguals reach the native level in the lexical richness of their spontaneous speech, I compared extensive speech samples from a group of bilinguals (N = 13) who learned English during adulthood and a group of comparably educated native speakers of English (N = 13). All participants were professional artists; bilinguals had varied first language backgrounds (German, Italian, Lithuanian, Chinese, Japanese) and were immersed in English for over two decades (22-60 years). The results of computerized transcript analyses indicated that in this sample all bilingual participants were nativelike on measures of lexical variation and lexical sophistication and 62% were nativelike on every measure of lexical richness. The findings suggest that in the lexical domain, adult-onset bilinguals can reach the native level after several decades of immersion. The article discusses the advantages and disadvantages of various measures for the assessment of lexical richness in the spontaneous speech of nonnative speakers of English.

• Vocabulary size and depth of word knowledge in adult-onset second language acquisition

  International Journal of Applied Linguistics, 21 (1)

  This study investigated whether adult-onset second language (L2) learners achieve native level vocabulary after decades of immersion. Vocabulary tests were given to three groups of participants: highly successful adult-onset learners of English, monolingual English speakers, and bilingual native speakers of English. Overall, the native speakers outperformed the non-native speakers; however, the rate of native like achievement was remarkably high among the successful adult-onset learners, which indicated that native level L2 vocabulary size and depth of word knowledge were attainable in adulthood. Factors that correlated with native level L2 vocabulary were: childhood caregivers' education, verbal ability and literacy in the native language, and interest in word learning and daily reading. The findings suggest that the lexicon may be the potentially most successful area of adult-onset L2 learning. Olyan felnőttkori angol nyelvtanulók szókincsét vizsgáltuk, akik több évtizedig amerikai angol nyelvterületen tartózkodtak és az angol nyelvet sikeresen elsajátították. A felnőttkori angol nyelvtanulókat két kontroll csoporttal hasonlítottuk össze szókincsfelmérő tetszek alapján: egy nyelven beszélő amerikai angol anyanyelvűekkel és több nyelven beszélő amerikai angol anyanyelvűekkel. Mindent összevetve, az angol anyanyelvű kontroll csoportok magasabb eredményt értek el. Ennek ellenére meglepően magas volt a sikeres felnőttkori nyelvtanuló mintacsoportban azoknak az aránya, akik anyanyelvi szintű angol szókincset értek el, ami arra utal, hogy egy idegennyelv szókincse felnőttkorban is elsajátítható anyanyelvi szinten.

• Teaching tiered vocabulary

  Wiley

  This entry reviews the three-tiered approach to vocabulary teaching from the perspective of second language educators. Tiered vocabulary teaching was introduced by Beck and her colleagues (Beck, McKeown, & Kucan, 2002/2013) as a critical component of reading instruction in the elementary classroom and has become one of the most widely implemented vocabulary programs in grades K–4 in the United States. The authors have argued that the approach is equally suitable for English language learners (Beck, McKeown, & Kucan, 2008, 2002/2013). This entry contends that although the design features are compatible with best practice in instructed second language vocabulary learning, some of the assumptions lack validity for ELLs and the scope is insufficient to close the lexical gap for reading comprehension. Tiered vocabulary teaching is best viewed as a welcome addition to the reading instruction of ELLs, but not as a comprehensive vocabulary program for English language development.

• Lexical richness in the spontaneous speech of adult bilinguals

  In Olpińska, M., & Romanowski, P. (Eds.), Bilingual landscape of the contemporary world (pp. 64-82). Frankfurt: Peter Lang

  The study investigated the eventual attainment in adult-onset bilinguals’ later learned languages in the area of the lexicon. To examine whether successful adult-onset bilinguals reach the native level in the lexical richness of their spontaneous speech, I compared extensive speech samples from a group of bilinguals (N = 13) who learned English during adulthood and a group of comparably educated native speakers of English (N = 13). All participants were professional artists; bilinguals had varied first language backgrounds (German, Italian, Lithuanian, Chinese, Japanese) and were immersed in English for over two decades (22-60 years). The results of computerized transcript analyses indicated that in this sample all bilingual participants were nativelike on measures of lexical variation and lexical sophistication and 62% were nativelike on every measure of lexical richness. The findings suggest that in the lexical domain, adult-onset bilinguals can reach the native level after several decades of immersion. The article discusses the advantages and disadvantages of various measures for the assessment of lexical richness in the spontaneous speech of nonnative speakers of English.

• Best practices in K-12 assessment of English language learners

  The Conference Proceedings of MIDTESOL, 1

  This article provides an outline of the main components of an assessment plan for English language learners that fits other assessment initiatives districts already have in place (data-based decision making and progress monitoring, Response to Intervention, and standards-based content testing) and reflects best practices according to the synthesis of research on the language and literacy development of language-minority children and youth (August and Shanahan, 2006; Cummins, 2007, 2009; Genesee et al., 2006; Gersten et al., 2007). The components include aligned placement and summative English language proficiency tests, a thorough intake assessment procedure, screening for reading difficulties, progress monitoring, the monitoring of reading engagement, differentiated standards-based grading, and the use of specific guidelines in classroom assessment. The author stresses the importance of coordinating assessment activities to yield timely, usable data that teachers utilize to make appropriate instructional decisions for individual learners.

• Vocabulary size and depth of word knowledge in adult-onset second language acquisition

  International Journal of Applied Linguistics, 21 (1)

  This study investigated whether adult-onset second language (L2) learners achieve native level vocabulary after decades of immersion. Vocabulary tests were given to three groups of participants: highly successful adult-onset learners of English, monolingual English speakers, and bilingual native speakers of English. Overall, the native speakers outperformed the non-native speakers; however, the rate of native like achievement was remarkably high among the successful adult-onset learners, which indicated that native level L2 vocabulary size and depth of word knowledge were attainable in adulthood. Factors that correlated with native level L2 vocabulary were: childhood caregivers' education, verbal ability and literacy in the native language, and interest in word learning and daily reading. The findings suggest that the lexicon may be the potentially most successful area of adult-onset L2 learning. Olyan felnőttkori angol nyelvtanulók szókincsét vizsgáltuk, akik több évtizedig amerikai angol nyelvterületen tartózkodtak és az angol nyelvet sikeresen elsajátították. A felnőttkori angol nyelvtanulókat két kontroll csoporttal hasonlítottuk össze szókincsfelmérő tetszek alapján: egy nyelven beszélő amerikai angol anyanyelvűekkel és több nyelven beszélő amerikai angol anyanyelvűekkel. Mindent összevetve, az angol anyanyelvű kontroll csoportok magasabb eredményt értek el. Ennek ellenére meglepően magas volt a sikeres felnőttkori nyelvtanuló mintacsoportban azoknak az aránya, akik anyanyelvi szintű angol szókincset értek el, ami arra utal, hogy egy idegennyelv szókincse felnőttkorban is elsajátítható anyanyelvi szinten.

• Teaching tiered vocabulary

  Wiley

  This entry reviews the three-tiered approach to vocabulary teaching from the perspective of second language educators. Tiered vocabulary teaching was introduced by Beck and her colleagues (Beck, McKeown, & Kucan, 2002/2013) as a critical component of reading instruction in the elementary classroom and has become one of the most widely implemented vocabulary programs in grades K–4 in the United States. The authors have argued that the approach is equally suitable for English language learners (Beck, McKeown, & Kucan, 2008, 2002/2013). This entry contends that although the design features are compatible with best practice in instructed second language vocabulary learning, some of the assumptions lack validity for ELLs and the scope is insufficient to close the lexical gap for reading comprehension. Tiered vocabulary teaching is best viewed as a welcome addition to the reading instruction of ELLs, but not as a comprehensive vocabulary program for English language development.

• Lexical richness in the spontaneous speech of adult bilinguals

  In Olpińska, M., & Romanowski, P. (Eds.), Bilingual landscape of the contemporary world (pp. 64-82). Frankfurt: Peter Lang

  The study investigated the eventual attainment in adult-onset bilinguals’ later learned languages in the area of the lexicon. To examine whether successful adult-onset bilinguals reach the native level in the lexical richness of their spontaneous speech, I compared extensive speech samples from a group of bilinguals (N = 13) who learned English during adulthood and a group of comparably educated native speakers of English (N = 13). All participants were professional artists; bilinguals had varied first language backgrounds (German, Italian, Lithuanian, Chinese, Japanese) and were immersed in English for over two decades (22-60 years). The results of computerized transcript analyses indicated that in this sample all bilingual participants were nativelike on measures of lexical variation and lexical sophistication and 62% were nativelike on every measure of lexical richness. The findings suggest that in the lexical domain, adult-onset bilinguals can reach the native level after several decades of immersion. The article discusses the advantages and disadvantages of various measures for the assessment of lexical richness in the spontaneous speech of nonnative speakers of English.

• Best practices in K-12 assessment of English language learners

  The Conference Proceedings of MIDTESOL, 1

  This article provides an outline of the main components of an assessment plan for English language learners that fits other assessment initiatives districts already have in place (data-based decision making and progress monitoring, Response to Intervention, and standards-based content testing) and reflects best practices according to the synthesis of research on the language and literacy development of language-minority children and youth (August and Shanahan, 2006; Cummins, 2007, 2009; Genesee et al., 2006; Gersten et al., 2007). The components include aligned placement and summative English language proficiency tests, a thorough intake assessment procedure, screening for reading difficulties, progress monitoring, the monitoring of reading engagement, differentiated standards-based grading, and the use of specific guidelines in classroom assessment. The author stresses the importance of coordinating assessment activities to yield timely, usable data that teachers utilize to make appropriate instructional decisions for individual learners.

• The 6 Principles for Exemplary Teaching of English Learners: Adult Education and Workforce Development

  TESOL Press

  Authors: Andrea B. Hellman Kathy Harris Amea Wilbur Series Editor: Deborah J. Short TESOL International Association defined a core set of principles for the exemplary teaching and learning of English as a new language. This exciting new volume now applies these principles to adults learning English in adult education and workforce development settings. The 6 Principles and their recommended practices are targets of teaching excellence that provide teachers with the knowledge to improve instruction and assessment. Instructional techniques are illustrated with a multitude of classroom examples and vignettes. The 6 Principles are brought to life by detailed portrayals of their application in five different program contexts. The 6 Principles will help educators • develop English language instruction that directly serves learners’ needs and goals; • respect, affirm, and promote learners’ home languages and cultural knowledge and experiences as resources; • implement engaging and relevant lessons that build 21st century workplace skills; • support learners in their acculturation to a new country; • teach learners strategies that can sustain their language learning outside the classroom. The book highlights important aspects of second language learning to help teachers create beneficial conditions for productive English language development. Further, it presents a valuable overview of challenges that adult learners face and offers potential solutions to obstacles that affect their acquisition of English. Sample tools (e.g., charts, techniques, activities) are ready to use in the adult English language classroom.

• Vocabulary size and depth of word knowledge in adult-onset second language acquisition

  International Journal of Applied Linguistics, 21 (1)

  This study investigated whether adult-onset second language (L2) learners achieve native level vocabulary after decades of immersion. Vocabulary tests were given to three groups of participants: highly successful adult-onset learners of English, monolingual English speakers, and bilingual native speakers of English. Overall, the native speakers outperformed the non-native speakers; however, the rate of native like achievement was remarkably high among the successful adult-onset learners, which indicated that native level L2 vocabulary size and depth of word knowledge were attainable in adulthood. Factors that correlated with native level L2 vocabulary were: childhood caregivers' education, verbal ability and literacy in the native language, and interest in word learning and daily reading. The findings suggest that the lexicon may be the potentially most successful area of adult-onset L2 learning. Olyan felnőttkori angol nyelvtanulók szókincsét vizsgáltuk, akik több évtizedig amerikai angol nyelvterületen tartózkodtak és az angol nyelvet sikeresen elsajátították. A felnőttkori angol nyelvtanulókat két kontroll csoporttal hasonlítottuk össze szókincsfelmérő tetszek alapján: egy nyelven beszélő amerikai angol anyanyelvűekkel és több nyelven beszélő amerikai angol anyanyelvűekkel. Mindent összevetve, az angol anyanyelvű kontroll csoportok magasabb eredményt értek el. Ennek ellenére meglepően magas volt a sikeres felnőttkori nyelvtanuló mintacsoportban azoknak az aránya, akik anyanyelvi szintű angol szókincset értek el, ami arra utal, hogy egy idegennyelv szókincse felnőttkorban is elsajátítható anyanyelvi szinten.

• Teaching tiered vocabulary

  Wiley

  This entry reviews the three-tiered approach to vocabulary teaching from the perspective of second language educators. Tiered vocabulary teaching was introduced by Beck and her colleagues (Beck, McKeown, & Kucan, 2002/2013) as a critical component of reading instruction in the elementary classroom and has become one of the most widely implemented vocabulary programs in grades K–4 in the United States. The authors have argued that the approach is equally suitable for English language learners (Beck, McKeown, & Kucan, 2008, 2002/2013). This entry contends that although the design features are compatible with best practice in instructed second language vocabulary learning, some of the assumptions lack validity for ELLs and the scope is insufficient to close the lexical gap for reading comprehension. Tiered vocabulary teaching is best viewed as a welcome addition to the reading instruction of ELLs, but not as a comprehensive vocabulary program for English language development.

• Lexical richness in the spontaneous speech of adult bilinguals

  In Olpińska, M., & Romanowski, P. (Eds.), Bilingual landscape of the contemporary world (pp. 64-82). Frankfurt: Peter Lang

  The study investigated the eventual attainment in adult-onset bilinguals’ later learned languages in the area of the lexicon. To examine whether successful adult-onset bilinguals reach the native level in the lexical richness of their spontaneous speech, I compared extensive speech samples from a group of bilinguals (N = 13) who learned English during adulthood and a group of comparably educated native speakers of English (N = 13). All participants were professional artists; bilinguals had varied first language backgrounds (German, Italian, Lithuanian, Chinese, Japanese) and were immersed in English for over two decades (22-60 years). The results of computerized transcript analyses indicated that in this sample all bilingual participants were nativelike on measures of lexical variation and lexical sophistication and 62% were nativelike on every measure of lexical richness. The findings suggest that in the lexical domain, adult-onset bilinguals can reach the native level after several decades of immersion. The article discusses the advantages and disadvantages of various measures for the assessment of lexical richness in the spontaneous speech of nonnative speakers of English.

• Best practices in K-12 assessment of English language learners

  The Conference Proceedings of MIDTESOL, 1

  This article provides an outline of the main components of an assessment plan for English language learners that fits other assessment initiatives districts already have in place (data-based decision making and progress monitoring, Response to Intervention, and standards-based content testing) and reflects best practices according to the synthesis of research on the language and literacy development of language-minority children and youth (August and Shanahan, 2006; Cummins, 2007, 2009; Genesee et al., 2006; Gersten et al., 2007). The components include aligned placement and summative English language proficiency tests, a thorough intake assessment procedure, screening for reading difficulties, progress monitoring, the monitoring of reading engagement, differentiated standards-based grading, and the use of specific guidelines in classroom assessment. The author stresses the importance of coordinating assessment activities to yield timely, usable data that teachers utilize to make appropriate instructional decisions for individual learners.

• The 6 Principles for Exemplary Teaching of English Learners: Adult Education and Workforce Development

  TESOL Press

  Authors: Andrea B. Hellman Kathy Harris Amea Wilbur Series Editor: Deborah J. Short TESOL International Association defined a core set of principles for the exemplary teaching and learning of English as a new language. This exciting new volume now applies these principles to adults learning English in adult education and workforce development settings. The 6 Principles and their recommended practices are targets of teaching excellence that provide teachers with the knowledge to improve instruction and assessment. Instructional techniques are illustrated with a multitude of classroom examples and vignettes. The 6 Principles are brought to life by detailed portrayals of their application in five different program contexts. The 6 Principles will help educators • develop English language instruction that directly serves learners’ needs and goals; • respect, affirm, and promote learners’ home languages and cultural knowledge and experiences as resources; • implement engaging and relevant lessons that build 21st century workplace skills; • support learners in their acculturation to a new country; • teach learners strategies that can sustain their language learning outside the classroom. The book highlights important aspects of second language learning to help teachers create beneficial conditions for productive English language development. Further, it presents a valuable overview of challenges that adult learners face and offers potential solutions to obstacles that affect their acquisition of English. Sample tools (e.g., charts, techniques, activities) are ready to use in the adult English language classroom.

• Teaching lexical chunks

  Wiley

  Corpus-based studies have uncovered widespread formulaicity in both oral and written English. Our preferred way of using language is to rely on lexical chunks frequently and repeatedly, which allows us to achieve communicative functions efficiently and affords us time to express novel thoughts and complex ideas in real time. Linguistic competence includes proficient use of prefabricated units; therefore, teaching vocabulary should also include the systematic instruction of lexical phrases. The entry explores the typology of lexical chunks with rich examples and offers seven pedagogical practices to help English learners master them.

• Vocabulary size and depth of word knowledge in adult-onset second language acquisition

  International Journal of Applied Linguistics, 21 (1)

  This study investigated whether adult-onset second language (L2) learners achieve native level vocabulary after decades of immersion. Vocabulary tests were given to three groups of participants: highly successful adult-onset learners of English, monolingual English speakers, and bilingual native speakers of English. Overall, the native speakers outperformed the non-native speakers; however, the rate of native like achievement was remarkably high among the successful adult-onset learners, which indicated that native level L2 vocabulary size and depth of word knowledge were attainable in adulthood. Factors that correlated with native level L2 vocabulary were: childhood caregivers' education, verbal ability and literacy in the native language, and interest in word learning and daily reading. The findings suggest that the lexicon may be the potentially most successful area of adult-onset L2 learning. Olyan felnőttkori angol nyelvtanulók szókincsét vizsgáltuk, akik több évtizedig amerikai angol nyelvterületen tartózkodtak és az angol nyelvet sikeresen elsajátították. A felnőttkori angol nyelvtanulókat két kontroll csoporttal hasonlítottuk össze szókincsfelmérő tetszek alapján: egy nyelven beszélő amerikai angol anyanyelvűekkel és több nyelven beszélő amerikai angol anyanyelvűekkel. Mindent összevetve, az angol anyanyelvű kontroll csoportok magasabb eredményt értek el. Ennek ellenére meglepően magas volt a sikeres felnőttkori nyelvtanuló mintacsoportban azoknak az aránya, akik anyanyelvi szintű angol szókincset értek el, ami arra utal, hogy egy idegennyelv szókincse felnőttkorban is elsajátítható anyanyelvi szinten.

• Teaching tiered vocabulary

  Wiley

  This entry reviews the three-tiered approach to vocabulary teaching from the perspective of second language educators. Tiered vocabulary teaching was introduced by Beck and her colleagues (Beck, McKeown, & Kucan, 2002/2013) as a critical component of reading instruction in the elementary classroom and has become one of the most widely implemented vocabulary programs in grades K–4 in the United States. The authors have argued that the approach is equally suitable for English language learners (Beck, McKeown, & Kucan, 2008, 2002/2013). This entry contends that although the design features are compatible with best practice in instructed second language vocabulary learning, some of the assumptions lack validity for ELLs and the scope is insufficient to close the lexical gap for reading comprehension. Tiered vocabulary teaching is best viewed as a welcome addition to the reading instruction of ELLs, but not as a comprehensive vocabulary program for English language development.

• Lexical richness in the spontaneous speech of adult bilinguals

  In Olpińska, M., & Romanowski, P. (Eds.), Bilingual landscape of the contemporary world (pp. 64-82). Frankfurt: Peter Lang

  The study investigated the eventual attainment in adult-onset bilinguals’ later learned languages in the area of the lexicon. To examine whether successful adult-onset bilinguals reach the native level in the lexical richness of their spontaneous speech, I compared extensive speech samples from a group of bilinguals (N = 13) who learned English during adulthood and a group of comparably educated native speakers of English (N = 13). All participants were professional artists; bilinguals had varied first language backgrounds (German, Italian, Lithuanian, Chinese, Japanese) and were immersed in English for over two decades (22-60 years). The results of computerized transcript analyses indicated that in this sample all bilingual participants were nativelike on measures of lexical variation and lexical sophistication and 62% were nativelike on every measure of lexical richness. The findings suggest that in the lexical domain, adult-onset bilinguals can reach the native level after several decades of immersion. The article discusses the advantages and disadvantages of various measures for the assessment of lexical richness in the spontaneous speech of nonnative speakers of English.

• Best practices in K-12 assessment of English language learners

  The Conference Proceedings of MIDTESOL, 1

  This article provides an outline of the main components of an assessment plan for English language learners that fits other assessment initiatives districts already have in place (data-based decision making and progress monitoring, Response to Intervention, and standards-based content testing) and reflects best practices according to the synthesis of research on the language and literacy development of language-minority children and youth (August and Shanahan, 2006; Cummins, 2007, 2009; Genesee et al., 2006; Gersten et al., 2007). The components include aligned placement and summative English language proficiency tests, a thorough intake assessment procedure, screening for reading difficulties, progress monitoring, the monitoring of reading engagement, differentiated standards-based grading, and the use of specific guidelines in classroom assessment. The author stresses the importance of coordinating assessment activities to yield timely, usable data that teachers utilize to make appropriate instructional decisions for individual learners.

• The 6 Principles for Exemplary Teaching of English Learners: Adult Education and Workforce Development

  TESOL Press

  Authors: Andrea B. Hellman Kathy Harris Amea Wilbur Series Editor: Deborah J. Short TESOL International Association defined a core set of principles for the exemplary teaching and learning of English as a new language. This exciting new volume now applies these principles to adults learning English in adult education and workforce development settings. The 6 Principles and their recommended practices are targets of teaching excellence that provide teachers with the knowledge to improve instruction and assessment. Instructional techniques are illustrated with a multitude of classroom examples and vignettes. The 6 Principles are brought to life by detailed portrayals of their application in five different program contexts. The 6 Principles will help educators • develop English language instruction that directly serves learners’ needs and goals; • respect, affirm, and promote learners’ home languages and cultural knowledge and experiences as resources; • implement engaging and relevant lessons that build 21st century workplace skills; • support learners in their acculturation to a new country; • teach learners strategies that can sustain their language learning outside the classroom. The book highlights important aspects of second language learning to help teachers create beneficial conditions for productive English language development. Further, it presents a valuable overview of challenges that adult learners face and offers potential solutions to obstacles that affect their acquisition of English. Sample tools (e.g., charts, techniques, activities) are ready to use in the adult English language classroom.

• Teaching lexical chunks

  Wiley

  Corpus-based studies have uncovered widespread formulaicity in both oral and written English. Our preferred way of using language is to rely on lexical chunks frequently and repeatedly, which allows us to achieve communicative functions efficiently and affords us time to express novel thoughts and complex ideas in real time. Linguistic competence includes proficient use of prefabricated units; therefore, teaching vocabulary should also include the systematic instruction of lexical phrases. The entry explores the typology of lexical chunks with rich examples and offers seven pedagogical practices to help English learners master them.

• The 6 Principles for Exemplary Teaching of English Learners: Grades K-12

  TESOL Press

  TESOL International Association Writing Team Deborah J. Short, Lead Writer Helene Becker Nancy Cloud Andrea B. Hellman Linda New Levine The 6 Principles are universal guidelines drawn from decades of research in language pedagogy and language acquisition theory that should undergird any program of English language instruction. These foundational principles are for all educators in any classroom where students are learning English as a new language or learning content through that new language. They are applicable across different educational settings, such as classrooms with children, dual language learners, emerging bilinguals, and multilingual students.

• Vocabulary size and depth of word knowledge in adult-onset second language acquisition

  International Journal of Applied Linguistics, 21 (1)

  This study investigated whether adult-onset second language (L2) learners achieve native level vocabulary after decades of immersion. Vocabulary tests were given to three groups of participants: highly successful adult-onset learners of English, monolingual English speakers, and bilingual native speakers of English. Overall, the native speakers outperformed the non-native speakers; however, the rate of native like achievement was remarkably high among the successful adult-onset learners, which indicated that native level L2 vocabulary size and depth of word knowledge were attainable in adulthood. Factors that correlated with native level L2 vocabulary were: childhood caregivers' education, verbal ability and literacy in the native language, and interest in word learning and daily reading. The findings suggest that the lexicon may be the potentially most successful area of adult-onset L2 learning. Olyan felnőttkori angol nyelvtanulók szókincsét vizsgáltuk, akik több évtizedig amerikai angol nyelvterületen tartózkodtak és az angol nyelvet sikeresen elsajátították. A felnőttkori angol nyelvtanulókat két kontroll csoporttal hasonlítottuk össze szókincsfelmérő tetszek alapján: egy nyelven beszélő amerikai angol anyanyelvűekkel és több nyelven beszélő amerikai angol anyanyelvűekkel. Mindent összevetve, az angol anyanyelvű kontroll csoportok magasabb eredményt értek el. Ennek ellenére meglepően magas volt a sikeres felnőttkori nyelvtanuló mintacsoportban azoknak az aránya, akik anyanyelvi szintű angol szókincset értek el, ami arra utal, hogy egy idegennyelv szókincse felnőttkorban is elsajátítható anyanyelvi szinten.

• Teaching tiered vocabulary

  Wiley

  This entry reviews the three-tiered approach to vocabulary teaching from the perspective of second language educators. Tiered vocabulary teaching was introduced by Beck and her colleagues (Beck, McKeown, & Kucan, 2002/2013) as a critical component of reading instruction in the elementary classroom and has become one of the most widely implemented vocabulary programs in grades K–4 in the United States. The authors have argued that the approach is equally suitable for English language learners (Beck, McKeown, & Kucan, 2008, 2002/2013). This entry contends that although the design features are compatible with best practice in instructed second language vocabulary learning, some of the assumptions lack validity for ELLs and the scope is insufficient to close the lexical gap for reading comprehension. Tiered vocabulary teaching is best viewed as a welcome addition to the reading instruction of ELLs, but not as a comprehensive vocabulary program for English language development.

• Lexical richness in the spontaneous speech of adult bilinguals

  In Olpińska, M., & Romanowski, P. (Eds.), Bilingual landscape of the contemporary world (pp. 64-82). Frankfurt: Peter Lang

  The study investigated the eventual attainment in adult-onset bilinguals’ later learned languages in the area of the lexicon. To examine whether successful adult-onset bilinguals reach the native level in the lexical richness of their spontaneous speech, I compared extensive speech samples from a group of bilinguals (N = 13) who learned English during adulthood and a group of comparably educated native speakers of English (N = 13). All participants were professional artists; bilinguals had varied first language backgrounds (German, Italian, Lithuanian, Chinese, Japanese) and were immersed in English for over two decades (22-60 years). The results of computerized transcript analyses indicated that in this sample all bilingual participants were nativelike on measures of lexical variation and lexical sophistication and 62% were nativelike on every measure of lexical richness. The findings suggest that in the lexical domain, adult-onset bilinguals can reach the native level after several decades of immersion. The article discusses the advantages and disadvantages of various measures for the assessment of lexical richness in the spontaneous speech of nonnative speakers of English.

• Best practices in K-12 assessment of English language learners

  The Conference Proceedings of MIDTESOL, 1

  This article provides an outline of the main components of an assessment plan for English language learners that fits other assessment initiatives districts already have in place (data-based decision making and progress monitoring, Response to Intervention, and standards-based content testing) and reflects best practices according to the synthesis of research on the language and literacy development of language-minority children and youth (August and Shanahan, 2006; Cummins, 2007, 2009; Genesee et al., 2006; Gersten et al., 2007). The components include aligned placement and summative English language proficiency tests, a thorough intake assessment procedure, screening for reading difficulties, progress monitoring, the monitoring of reading engagement, differentiated standards-based grading, and the use of specific guidelines in classroom assessment. The author stresses the importance of coordinating assessment activities to yield timely, usable data that teachers utilize to make appropriate instructional decisions for individual learners.

• The 6 Principles for Exemplary Teaching of English Learners: Adult Education and Workforce Development

  TESOL Press

  Authors: Andrea B. Hellman Kathy Harris Amea Wilbur Series Editor: Deborah J. Short TESOL International Association defined a core set of principles for the exemplary teaching and learning of English as a new language. This exciting new volume now applies these principles to adults learning English in adult education and workforce development settings. The 6 Principles and their recommended practices are targets of teaching excellence that provide teachers with the knowledge to improve instruction and assessment. Instructional techniques are illustrated with a multitude of classroom examples and vignettes. The 6 Principles are brought to life by detailed portrayals of their application in five different program contexts. The 6 Principles will help educators • develop English language instruction that directly serves learners’ needs and goals; • respect, affirm, and promote learners’ home languages and cultural knowledge and experiences as resources; • implement engaging and relevant lessons that build 21st century workplace skills; • support learners in their acculturation to a new country; • teach learners strategies that can sustain their language learning outside the classroom. The book highlights important aspects of second language learning to help teachers create beneficial conditions for productive English language development. Further, it presents a valuable overview of challenges that adult learners face and offers potential solutions to obstacles that affect their acquisition of English. Sample tools (e.g., charts, techniques, activities) are ready to use in the adult English language classroom.

• Teaching lexical chunks

  Wiley

  Corpus-based studies have uncovered widespread formulaicity in both oral and written English. Our preferred way of using language is to rely on lexical chunks frequently and repeatedly, which allows us to achieve communicative functions efficiently and affords us time to express novel thoughts and complex ideas in real time. Linguistic competence includes proficient use of prefabricated units; therefore, teaching vocabulary should also include the systematic instruction of lexical phrases. The entry explores the typology of lexical chunks with rich examples and offers seven pedagogical practices to help English learners master them.

• The 6 Principles for Exemplary Teaching of English Learners: Grades K-12

  TESOL Press

  TESOL International Association Writing Team Deborah J. Short, Lead Writer Helene Becker Nancy Cloud Andrea B. Hellman Linda New Levine The 6 Principles are universal guidelines drawn from decades of research in language pedagogy and language acquisition theory that should undergird any program of English language instruction. These foundational principles are for all educators in any classroom where students are learning English as a new language or learning content through that new language. They are applicable across different educational settings, such as classrooms with children, dual language learners, emerging bilinguals, and multilingual students.

• The limits of eventual lexical attainment in adult-onset second language acquisition

  ProQuest Digital Dissertations

  This study examined the ultimate attainment of adult-onset second language (L2) learners in the lexical domain. A substantial body of research has documented age of acquisition effects on the ultimate attainment of L2 learners in the domains of phonology and morphosyntax; however, only limited data exist regarding the ultimate achievement of adult-onset L2 learners in the area of the lexicon, particularly vocabulary size and depth of word knowledge. This study probed the upper limit of eventual L2 lexical achievement by comparing a group of highly proficient adult-onset L2 learners with 10-52 years of significant exposure to the English (N = 33) to two groups of comparably educated native speakers of English, a monolingual group (N = 30) and a bilingual group (N = 30). Measures included two vocabulary size tests (aural and written), and a depth of word knowledge test. The results indicated that the L2 learner group was significantly different from both native speaker groups due to lower mean achievement on the aural vocabulary size measure. However, the rate of native level achievement among the adult-onset L2 learners was 76%. Five (15%) obtained scores above the native speaker mean on all three lexical tasks; their characteristics were reported in case studies. Follow-up exploratory analyses suggested that for the adult-onset L2 learners, 46% of the variance on test scores was related to the linear combination of three predictor variables: caregivers’ education, verbal ability and literacy in the native language, interest in new words and daily reading. The data showed that the upper limit of L2 lexical achievement was native level vocabulary size and depth of word knowledge even for those individuals who did not start acquiring their second language until the third or fourth decade of life. The findings constitute evidence that the lexical domain may be the most successful area of adult-onset L2 acquisition.

• Vocabulary size and depth of word knowledge in adult-onset second language acquisition

  International Journal of Applied Linguistics, 21 (1)

  This study investigated whether adult-onset second language (L2) learners achieve native level vocabulary after decades of immersion. Vocabulary tests were given to three groups of participants: highly successful adult-onset learners of English, monolingual English speakers, and bilingual native speakers of English. Overall, the native speakers outperformed the non-native speakers; however, the rate of native like achievement was remarkably high among the successful adult-onset learners, which indicated that native level L2 vocabulary size and depth of word knowledge were attainable in adulthood. Factors that correlated with native level L2 vocabulary were: childhood caregivers' education, verbal ability and literacy in the native language, and interest in word learning and daily reading. The findings suggest that the lexicon may be the potentially most successful area of adult-onset L2 learning. Olyan felnőttkori angol nyelvtanulók szókincsét vizsgáltuk, akik több évtizedig amerikai angol nyelvterületen tartózkodtak és az angol nyelvet sikeresen elsajátították. A felnőttkori angol nyelvtanulókat két kontroll csoporttal hasonlítottuk össze szókincsfelmérő tetszek alapján: egy nyelven beszélő amerikai angol anyanyelvűekkel és több nyelven beszélő amerikai angol anyanyelvűekkel. Mindent összevetve, az angol anyanyelvű kontroll csoportok magasabb eredményt értek el. Ennek ellenére meglepően magas volt a sikeres felnőttkori nyelvtanuló mintacsoportban azoknak az aránya, akik anyanyelvi szintű angol szókincset értek el, ami arra utal, hogy egy idegennyelv szókincse felnőttkorban is elsajátítható anyanyelvi szinten.

• Teaching tiered vocabulary

  Wiley

  This entry reviews the three-tiered approach to vocabulary teaching from the perspective of second language educators. Tiered vocabulary teaching was introduced by Beck and her colleagues (Beck, McKeown, & Kucan, 2002/2013) as a critical component of reading instruction in the elementary classroom and has become one of the most widely implemented vocabulary programs in grades K–4 in the United States. The authors have argued that the approach is equally suitable for English language learners (Beck, McKeown, & Kucan, 2008, 2002/2013). This entry contends that although the design features are compatible with best practice in instructed second language vocabulary learning, some of the assumptions lack validity for ELLs and the scope is insufficient to close the lexical gap for reading comprehension. Tiered vocabulary teaching is best viewed as a welcome addition to the reading instruction of ELLs, but not as a comprehensive vocabulary program for English language development.

• Lexical richness in the spontaneous speech of adult bilinguals

  In Olpińska, M., & Romanowski, P. (Eds.), Bilingual landscape of the contemporary world (pp. 64-82). Frankfurt: Peter Lang

  The study investigated the eventual attainment in adult-onset bilinguals’ later learned languages in the area of the lexicon. To examine whether successful adult-onset bilinguals reach the native level in the lexical richness of their spontaneous speech, I compared extensive speech samples from a group of bilinguals (N = 13) who learned English during adulthood and a group of comparably educated native speakers of English (N = 13). All participants were professional artists; bilinguals had varied first language backgrounds (German, Italian, Lithuanian, Chinese, Japanese) and were immersed in English for over two decades (22-60 years). The results of computerized transcript analyses indicated that in this sample all bilingual participants were nativelike on measures of lexical variation and lexical sophistication and 62% were nativelike on every measure of lexical richness. The findings suggest that in the lexical domain, adult-onset bilinguals can reach the native level after several decades of immersion. The article discusses the advantages and disadvantages of various measures for the assessment of lexical richness in the spontaneous speech of nonnative speakers of English.

• Best practices in K-12 assessment of English language learners

  The Conference Proceedings of MIDTESOL, 1

  This article provides an outline of the main components of an assessment plan for English language learners that fits other assessment initiatives districts already have in place (data-based decision making and progress monitoring, Response to Intervention, and standards-based content testing) and reflects best practices according to the synthesis of research on the language and literacy development of language-minority children and youth (August and Shanahan, 2006; Cummins, 2007, 2009; Genesee et al., 2006; Gersten et al., 2007). The components include aligned placement and summative English language proficiency tests, a thorough intake assessment procedure, screening for reading difficulties, progress monitoring, the monitoring of reading engagement, differentiated standards-based grading, and the use of specific guidelines in classroom assessment. The author stresses the importance of coordinating assessment activities to yield timely, usable data that teachers utilize to make appropriate instructional decisions for individual learners.

• The 6 Principles for Exemplary Teaching of English Learners: Adult Education and Workforce Development

  TESOL Press

  Authors: Andrea B. Hellman Kathy Harris Amea Wilbur Series Editor: Deborah J. Short TESOL International Association defined a core set of principles for the exemplary teaching and learning of English as a new language. This exciting new volume now applies these principles to adults learning English in adult education and workforce development settings. The 6 Principles and their recommended practices are targets of teaching excellence that provide teachers with the knowledge to improve instruction and assessment. Instructional techniques are illustrated with a multitude of classroom examples and vignettes. The 6 Principles are brought to life by detailed portrayals of their application in five different program contexts. The 6 Principles will help educators • develop English language instruction that directly serves learners’ needs and goals; • respect, affirm, and promote learners’ home languages and cultural knowledge and experiences as resources; • implement engaging and relevant lessons that build 21st century workplace skills; • support learners in their acculturation to a new country; • teach learners strategies that can sustain their language learning outside the classroom. The book highlights important aspects of second language learning to help teachers create beneficial conditions for productive English language development. Further, it presents a valuable overview of challenges that adult learners face and offers potential solutions to obstacles that affect their acquisition of English. Sample tools (e.g., charts, techniques, activities) are ready to use in the adult English language classroom.

• Teaching lexical chunks

  Wiley

  Corpus-based studies have uncovered widespread formulaicity in both oral and written English. Our preferred way of using language is to rely on lexical chunks frequently and repeatedly, which allows us to achieve communicative functions efficiently and affords us time to express novel thoughts and complex ideas in real time. Linguistic competence includes proficient use of prefabricated units; therefore, teaching vocabulary should also include the systematic instruction of lexical phrases. The entry explores the typology of lexical chunks with rich examples and offers seven pedagogical practices to help English learners master them.

• The 6 Principles for Exemplary Teaching of English Learners: Grades K-12

  TESOL Press

  TESOL International Association Writing Team Deborah J. Short, Lead Writer Helene Becker Nancy Cloud Andrea B. Hellman Linda New Levine The 6 Principles are universal guidelines drawn from decades of research in language pedagogy and language acquisition theory that should undergird any program of English language instruction. These foundational principles are for all educators in any classroom where students are learning English as a new language or learning content through that new language. They are applicable across different educational settings, such as classrooms with children, dual language learners, emerging bilinguals, and multilingual students.

• The limits of eventual lexical attainment in adult-onset second language acquisition

  ProQuest Digital Dissertations

  This study examined the ultimate attainment of adult-onset second language (L2) learners in the lexical domain. A substantial body of research has documented age of acquisition effects on the ultimate attainment of L2 learners in the domains of phonology and morphosyntax; however, only limited data exist regarding the ultimate achievement of adult-onset L2 learners in the area of the lexicon, particularly vocabulary size and depth of word knowledge. This study probed the upper limit of eventual L2 lexical achievement by comparing a group of highly proficient adult-onset L2 learners with 10-52 years of significant exposure to the English (N = 33) to two groups of comparably educated native speakers of English, a monolingual group (N = 30) and a bilingual group (N = 30). Measures included two vocabulary size tests (aural and written), and a depth of word knowledge test. The results indicated that the L2 learner group was significantly different from both native speaker groups due to lower mean achievement on the aural vocabulary size measure. However, the rate of native level achievement among the adult-onset L2 learners was 76%. Five (15%) obtained scores above the native speaker mean on all three lexical tasks; their characteristics were reported in case studies. Follow-up exploratory analyses suggested that for the adult-onset L2 learners, 46% of the variance on test scores was related to the linear combination of three predictor variables: caregivers’ education, verbal ability and literacy in the native language, interest in new words and daily reading. The data showed that the upper limit of L2 lexical achievement was native level vocabulary size and depth of word knowledge even for those individuals who did not start acquiring their second language until the third or fourth decade of life. The findings constitute evidence that the lexical domain may be the most successful area of adult-onset L2 acquisition.

• Teaching/developing vocabulary at diverse linguistic levels

  Wiley

  This entry discusses the scope of word learning in terms of vocabulary size, depth of word knowledge, and fluency. It proposes an overall conceptual vocabulary development plan that reflects the incremental nature of word learning, sets learning targets according to their utility to learners, and fosters motivation and word consciousness, which are indispensable for success. The pedagogical implications detailed by linguistic levels can serve teachers to guide their students toward advanced proficiency and to differentiate vocabulary instruction for English learners at diverse linguistic levels.

• Vocabulary size and depth of word knowledge in adult-onset second language acquisition

  International Journal of Applied Linguistics, 21 (1)

  This study investigated whether adult-onset second language (L2) learners achieve native level vocabulary after decades of immersion. Vocabulary tests were given to three groups of participants: highly successful adult-onset learners of English, monolingual English speakers, and bilingual native speakers of English. Overall, the native speakers outperformed the non-native speakers; however, the rate of native like achievement was remarkably high among the successful adult-onset learners, which indicated that native level L2 vocabulary size and depth of word knowledge were attainable in adulthood. Factors that correlated with native level L2 vocabulary were: childhood caregivers' education, verbal ability and literacy in the native language, and interest in word learning and daily reading. The findings suggest that the lexicon may be the potentially most successful area of adult-onset L2 learning. Olyan felnőttkori angol nyelvtanulók szókincsét vizsgáltuk, akik több évtizedig amerikai angol nyelvterületen tartózkodtak és az angol nyelvet sikeresen elsajátították. A felnőttkori angol nyelvtanulókat két kontroll csoporttal hasonlítottuk össze szókincsfelmérő tetszek alapján: egy nyelven beszélő amerikai angol anyanyelvűekkel és több nyelven beszélő amerikai angol anyanyelvűekkel. Mindent összevetve, az angol anyanyelvű kontroll csoportok magasabb eredményt értek el. Ennek ellenére meglepően magas volt a sikeres felnőttkori nyelvtanuló mintacsoportban azoknak az aránya, akik anyanyelvi szintű angol szókincset értek el, ami arra utal, hogy egy idegennyelv szókincse felnőttkorban is elsajátítható anyanyelvi szinten.

• Teaching tiered vocabulary

  Wiley

  This entry reviews the three-tiered approach to vocabulary teaching from the perspective of second language educators. Tiered vocabulary teaching was introduced by Beck and her colleagues (Beck, McKeown, & Kucan, 2002/2013) as a critical component of reading instruction in the elementary classroom and has become one of the most widely implemented vocabulary programs in grades K–4 in the United States. The authors have argued that the approach is equally suitable for English language learners (Beck, McKeown, & Kucan, 2008, 2002/2013). This entry contends that although the design features are compatible with best practice in instructed second language vocabulary learning, some of the assumptions lack validity for ELLs and the scope is insufficient to close the lexical gap for reading comprehension. Tiered vocabulary teaching is best viewed as a welcome addition to the reading instruction of ELLs, but not as a comprehensive vocabulary program for English language development.

• Lexical richness in the spontaneous speech of adult bilinguals

  In Olpińska, M., & Romanowski, P. (Eds.), Bilingual landscape of the contemporary world (pp. 64-82). Frankfurt: Peter Lang

  The study investigated the eventual attainment in adult-onset bilinguals’ later learned languages in the area of the lexicon. To examine whether successful adult-onset bilinguals reach the native level in the lexical richness of their spontaneous speech, I compared extensive speech samples from a group of bilinguals (N = 13) who learned English during adulthood and a group of comparably educated native speakers of English (N = 13). All participants were professional artists; bilinguals had varied first language backgrounds (German, Italian, Lithuanian, Chinese, Japanese) and were immersed in English for over two decades (22-60 years). The results of computerized transcript analyses indicated that in this sample all bilingual participants were nativelike on measures of lexical variation and lexical sophistication and 62% were nativelike on every measure of lexical richness. The findings suggest that in the lexical domain, adult-onset bilinguals can reach the native level after several decades of immersion. The article discusses the advantages and disadvantages of various measures for the assessment of lexical richness in the spontaneous speech of nonnative speakers of English.

• Best practices in K-12 assessment of English language learners

  The Conference Proceedings of MIDTESOL, 1

  This article provides an outline of the main components of an assessment plan for English language learners that fits other assessment initiatives districts already have in place (data-based decision making and progress monitoring, Response to Intervention, and standards-based content testing) and reflects best practices according to the synthesis of research on the language and literacy development of language-minority children and youth (August and Shanahan, 2006; Cummins, 2007, 2009; Genesee et al., 2006; Gersten et al., 2007). The components include aligned placement and summative English language proficiency tests, a thorough intake assessment procedure, screening for reading difficulties, progress monitoring, the monitoring of reading engagement, differentiated standards-based grading, and the use of specific guidelines in classroom assessment. The author stresses the importance of coordinating assessment activities to yield timely, usable data that teachers utilize to make appropriate instructional decisions for individual learners.

• The 6 Principles for Exemplary Teaching of English Learners: Adult Education and Workforce Development

  TESOL Press

  Authors: Andrea B. Hellman Kathy Harris Amea Wilbur Series Editor: Deborah J. Short TESOL International Association defined a core set of principles for the exemplary teaching and learning of English as a new language. This exciting new volume now applies these principles to adults learning English in adult education and workforce development settings. The 6 Principles and their recommended practices are targets of teaching excellence that provide teachers with the knowledge to improve instruction and assessment. Instructional techniques are illustrated with a multitude of classroom examples and vignettes. The 6 Principles are brought to life by detailed portrayals of their application in five different program contexts. The 6 Principles will help educators • develop English language instruction that directly serves learners’ needs and goals; • respect, affirm, and promote learners’ home languages and cultural knowledge and experiences as resources; • implement engaging and relevant lessons that build 21st century workplace skills; • support learners in their acculturation to a new country; • teach learners strategies that can sustain their language learning outside the classroom. The book highlights important aspects of second language learning to help teachers create beneficial conditions for productive English language development. Further, it presents a valuable overview of challenges that adult learners face and offers potential solutions to obstacles that affect their acquisition of English. Sample tools (e.g., charts, techniques, activities) are ready to use in the adult English language classroom.

• Teaching lexical chunks

  Wiley

  Corpus-based studies have uncovered widespread formulaicity in both oral and written English. Our preferred way of using language is to rely on lexical chunks frequently and repeatedly, which allows us to achieve communicative functions efficiently and affords us time to express novel thoughts and complex ideas in real time. Linguistic competence includes proficient use of prefabricated units; therefore, teaching vocabulary should also include the systematic instruction of lexical phrases. The entry explores the typology of lexical chunks with rich examples and offers seven pedagogical practices to help English learners master them.

• The 6 Principles for Exemplary Teaching of English Learners: Grades K-12

  TESOL Press

  TESOL International Association Writing Team Deborah J. Short, Lead Writer Helene Becker Nancy Cloud Andrea B. Hellman Linda New Levine The 6 Principles are universal guidelines drawn from decades of research in language pedagogy and language acquisition theory that should undergird any program of English language instruction. These foundational principles are for all educators in any classroom where students are learning English as a new language or learning content through that new language. They are applicable across different educational settings, such as classrooms with children, dual language learners, emerging bilinguals, and multilingual students.

• The limits of eventual lexical attainment in adult-onset second language acquisition

  ProQuest Digital Dissertations

  This study examined the ultimate attainment of adult-onset second language (L2) learners in the lexical domain. A substantial body of research has documented age of acquisition effects on the ultimate attainment of L2 learners in the domains of phonology and morphosyntax; however, only limited data exist regarding the ultimate achievement of adult-onset L2 learners in the area of the lexicon, particularly vocabulary size and depth of word knowledge. This study probed the upper limit of eventual L2 lexical achievement by comparing a group of highly proficient adult-onset L2 learners with 10-52 years of significant exposure to the English (N = 33) to two groups of comparably educated native speakers of English, a monolingual group (N = 30) and a bilingual group (N = 30). Measures included two vocabulary size tests (aural and written), and a depth of word knowledge test. The results indicated that the L2 learner group was significantly different from both native speaker groups due to lower mean achievement on the aural vocabulary size measure. However, the rate of native level achievement among the adult-onset L2 learners was 76%. Five (15%) obtained scores above the native speaker mean on all three lexical tasks; their characteristics were reported in case studies. Follow-up exploratory analyses suggested that for the adult-onset L2 learners, 46% of the variance on test scores was related to the linear combination of three predictor variables: caregivers’ education, verbal ability and literacy in the native language, interest in new words and daily reading. The data showed that the upper limit of L2 lexical achievement was native level vocabulary size and depth of word knowledge even for those individuals who did not start acquiring their second language until the third or fourth decade of life. The findings constitute evidence that the lexical domain may be the most successful area of adult-onset L2 acquisition.

• Teaching/developing vocabulary at diverse linguistic levels

  Wiley

  This entry discusses the scope of word learning in terms of vocabulary size, depth of word knowledge, and fluency. It proposes an overall conceptual vocabulary development plan that reflects the incremental nature of word learning, sets learning targets according to their utility to learners, and fosters motivation and word consciousness, which are indispensable for success. The pedagogical implications detailed by linguistic levels can serve teachers to guide their students toward advanced proficiency and to differentiate vocabulary instruction for English learners at diverse linguistic levels.

• Teaching/developing vocabulary at diverse age levels

  Wiley

  The article discusses the role of age-related variables in vocabulary learning. The biological effects of both maturation and aging are highly significant for language learning over the lifespan. While the biological capacity for acquiring nativelike grammar and pronunciation declines with age, the conditions for word learning improve through young adulthood due to growth in working memory capacity, conceptual knowledge, selfregulation, and ability to deploy social compensations. Successful word learning at any age depends on building on learners’ strengths and mitigating their age-related weaknesses. There are definite advantages to having a systematic and continuous vocabulary development program based on word lists that are relevant to the learners’ communicative needs. Learners need developmentally appropriate strategies to support their independence with word learning.

• Vocabulary size and depth of word knowledge in adult-onset second language acquisition

  International Journal of Applied Linguistics, 21 (1)

  This study investigated whether adult-onset second language (L2) learners achieve native level vocabulary after decades of immersion. Vocabulary tests were given to three groups of participants: highly successful adult-onset learners of English, monolingual English speakers, and bilingual native speakers of English. Overall, the native speakers outperformed the non-native speakers; however, the rate of native like achievement was remarkably high among the successful adult-onset learners, which indicated that native level L2 vocabulary size and depth of word knowledge were attainable in adulthood. Factors that correlated with native level L2 vocabulary were: childhood caregivers' education, verbal ability and literacy in the native language, and interest in word learning and daily reading. The findings suggest that the lexicon may be the potentially most successful area of adult-onset L2 learning. Olyan felnőttkori angol nyelvtanulók szókincsét vizsgáltuk, akik több évtizedig amerikai angol nyelvterületen tartózkodtak és az angol nyelvet sikeresen elsajátították. A felnőttkori angol nyelvtanulókat két kontroll csoporttal hasonlítottuk össze szókincsfelmérő tetszek alapján: egy nyelven beszélő amerikai angol anyanyelvűekkel és több nyelven beszélő amerikai angol anyanyelvűekkel. Mindent összevetve, az angol anyanyelvű kontroll csoportok magasabb eredményt értek el. Ennek ellenére meglepően magas volt a sikeres felnőttkori nyelvtanuló mintacsoportban azoknak az aránya, akik anyanyelvi szintű angol szókincset értek el, ami arra utal, hogy egy idegennyelv szókincse felnőttkorban is elsajátítható anyanyelvi szinten.

• Teaching tiered vocabulary

  Wiley

  This entry reviews the three-tiered approach to vocabulary teaching from the perspective of second language educators. Tiered vocabulary teaching was introduced by Beck and her colleagues (Beck, McKeown, & Kucan, 2002/2013) as a critical component of reading instruction in the elementary classroom and has become one of the most widely implemented vocabulary programs in grades K–4 in the United States. The authors have argued that the approach is equally suitable for English language learners (Beck, McKeown, & Kucan, 2008, 2002/2013). This entry contends that although the design features are compatible with best practice in instructed second language vocabulary learning, some of the assumptions lack validity for ELLs and the scope is insufficient to close the lexical gap for reading comprehension. Tiered vocabulary teaching is best viewed as a welcome addition to the reading instruction of ELLs, but not as a comprehensive vocabulary program for English language development.

• Lexical richness in the spontaneous speech of adult bilinguals

  In Olpińska, M., & Romanowski, P. (Eds.), Bilingual landscape of the contemporary world (pp. 64-82). Frankfurt: Peter Lang

  The study investigated the eventual attainment in adult-onset bilinguals’ later learned languages in the area of the lexicon. To examine whether successful adult-onset bilinguals reach the native level in the lexical richness of their spontaneous speech, I compared extensive speech samples from a group of bilinguals (N = 13) who learned English during adulthood and a group of comparably educated native speakers of English (N = 13). All participants were professional artists; bilinguals had varied first language backgrounds (German, Italian, Lithuanian, Chinese, Japanese) and were immersed in English for over two decades (22-60 years). The results of computerized transcript analyses indicated that in this sample all bilingual participants were nativelike on measures of lexical variation and lexical sophistication and 62% were nativelike on every measure of lexical richness. The findings suggest that in the lexical domain, adult-onset bilinguals can reach the native level after several decades of immersion. The article discusses the advantages and disadvantages of various measures for the assessment of lexical richness in the spontaneous speech of nonnative speakers of English.

• Best practices in K-12 assessment of English language learners

  The Conference Proceedings of MIDTESOL, 1

  This article provides an outline of the main components of an assessment plan for English language learners that fits other assessment initiatives districts already have in place (data-based decision making and progress monitoring, Response to Intervention, and standards-based content testing) and reflects best practices according to the synthesis of research on the language and literacy development of language-minority children and youth (August and Shanahan, 2006; Cummins, 2007, 2009; Genesee et al., 2006; Gersten et al., 2007). The components include aligned placement and summative English language proficiency tests, a thorough intake assessment procedure, screening for reading difficulties, progress monitoring, the monitoring of reading engagement, differentiated standards-based grading, and the use of specific guidelines in classroom assessment. The author stresses the importance of coordinating assessment activities to yield timely, usable data that teachers utilize to make appropriate instructional decisions for individual learners.

• The 6 Principles for Exemplary Teaching of English Learners: Adult Education and Workforce Development

  TESOL Press

  Authors: Andrea B. Hellman Kathy Harris Amea Wilbur Series Editor: Deborah J. Short TESOL International Association defined a core set of principles for the exemplary teaching and learning of English as a new language. This exciting new volume now applies these principles to adults learning English in adult education and workforce development settings. The 6 Principles and their recommended practices are targets of teaching excellence that provide teachers with the knowledge to improve instruction and assessment. Instructional techniques are illustrated with a multitude of classroom examples and vignettes. The 6 Principles are brought to life by detailed portrayals of their application in five different program contexts. The 6 Principles will help educators • develop English language instruction that directly serves learners’ needs and goals; • respect, affirm, and promote learners’ home languages and cultural knowledge and experiences as resources; • implement engaging and relevant lessons that build 21st century workplace skills; • support learners in their acculturation to a new country; • teach learners strategies that can sustain their language learning outside the classroom. The book highlights important aspects of second language learning to help teachers create beneficial conditions for productive English language development. Further, it presents a valuable overview of challenges that adult learners face and offers potential solutions to obstacles that affect their acquisition of English. Sample tools (e.g., charts, techniques, activities) are ready to use in the adult English language classroom.

• Teaching lexical chunks

  Wiley

  Corpus-based studies have uncovered widespread formulaicity in both oral and written English. Our preferred way of using language is to rely on lexical chunks frequently and repeatedly, which allows us to achieve communicative functions efficiently and affords us time to express novel thoughts and complex ideas in real time. Linguistic competence includes proficient use of prefabricated units; therefore, teaching vocabulary should also include the systematic instruction of lexical phrases. The entry explores the typology of lexical chunks with rich examples and offers seven pedagogical practices to help English learners master them.

• The 6 Principles for Exemplary Teaching of English Learners: Grades K-12

  TESOL Press

  TESOL International Association Writing Team Deborah J. Short, Lead Writer Helene Becker Nancy Cloud Andrea B. Hellman Linda New Levine The 6 Principles are universal guidelines drawn from decades of research in language pedagogy and language acquisition theory that should undergird any program of English language instruction. These foundational principles are for all educators in any classroom where students are learning English as a new language or learning content through that new language. They are applicable across different educational settings, such as classrooms with children, dual language learners, emerging bilinguals, and multilingual students.

• The limits of eventual lexical attainment in adult-onset second language acquisition

  ProQuest Digital Dissertations

  This study examined the ultimate attainment of adult-onset second language (L2) learners in the lexical domain. A substantial body of research has documented age of acquisition effects on the ultimate attainment of L2 learners in the domains of phonology and morphosyntax; however, only limited data exist regarding the ultimate achievement of adult-onset L2 learners in the area of the lexicon, particularly vocabulary size and depth of word knowledge. This study probed the upper limit of eventual L2 lexical achievement by comparing a group of highly proficient adult-onset L2 learners with 10-52 years of significant exposure to the English (N = 33) to two groups of comparably educated native speakers of English, a monolingual group (N = 30) and a bilingual group (N = 30). Measures included two vocabulary size tests (aural and written), and a depth of word knowledge test. The results indicated that the L2 learner group was significantly different from both native speaker groups due to lower mean achievement on the aural vocabulary size measure. However, the rate of native level achievement among the adult-onset L2 learners was 76%. Five (15%) obtained scores above the native speaker mean on all three lexical tasks; their characteristics were reported in case studies. Follow-up exploratory analyses suggested that for the adult-onset L2 learners, 46% of the variance on test scores was related to the linear combination of three predictor variables: caregivers’ education, verbal ability and literacy in the native language, interest in new words and daily reading. The data showed that the upper limit of L2 lexical achievement was native level vocabulary size and depth of word knowledge even for those individuals who did not start acquiring their second language until the third or fourth decade of life. The findings constitute evidence that the lexical domain may be the most successful area of adult-onset L2 acquisition.

• Teaching/developing vocabulary at diverse linguistic levels

  Wiley

  This entry discusses the scope of word learning in terms of vocabulary size, depth of word knowledge, and fluency. It proposes an overall conceptual vocabulary development plan that reflects the incremental nature of word learning, sets learning targets according to their utility to learners, and fosters motivation and word consciousness, which are indispensable for success. The pedagogical implications detailed by linguistic levels can serve teachers to guide their students toward advanced proficiency and to differentiate vocabulary instruction for English learners at diverse linguistic levels.

• Teaching/developing vocabulary at diverse age levels

  Wiley

  The article discusses the role of age-related variables in vocabulary learning. The biological effects of both maturation and aging are highly significant for language learning over the lifespan. While the biological capacity for acquiring nativelike grammar and pronunciation declines with age, the conditions for word learning improve through young adulthood due to growth in working memory capacity, conceptual knowledge, selfregulation, and ability to deploy social compensations. Successful word learning at any age depends on building on learners’ strengths and mitigating their age-related weaknesses. There are definite advantages to having a systematic and continuous vocabulary development program based on word lists that are relevant to the learners’ communicative needs. Learners need developmentally appropriate strategies to support their independence with word learning.

• Teaching prepositions of location

  Wiley

  The frequency of prepositions in English makes them high priority to learn very early in any language program. However, the complicated polysemy of English prepositions constitutes a formidable challenge to language learners. This entry presents a principled approach to teaching prepositions starting with their prototypical spatial meanings and expanding incrementally to their metaphorical uses. The semantic features of prepositions are detailed and represented with diagrams of their spatial protoscenes to be used as teaching aids. Recommended teaching strategies are aligned with principles drawn on the synthesis of research on instructed vocabulary learning.