missing); some questions have no results presented; most results are not subjected to statistical tests but are merely presented as frequencies of replies; and where statistical tests are reported, the details are often too sketchy to judge the validity of the procedure. Many of the studies seem to have been executed and analysed by the author’s students, which may account for some of the reporting and validity problems. Still, the patterns of results are intriguing and should prompt further, more controlled research into these issues. Also, where differences are exceptionally large, statistical tests are probably unnecessary to confirm the pattern that is discerned. Interpersonal communication scholars may therefore find the studies useful in revealing the social meanings ascribed to certain nonverbal behaviours and the mediating effects of perceived context and demographics on those interpretations. Practitioners should likewise discern many valuable conclusions about successful and unsuccessful interview behaviours.

Bilingualism and Special Education: Issues in Assessment and Pedagogy

الإطار المرجعي الأوروبي المشترك للغات ويرمز له اختصارا ب: ) CEFR (، هو وثيقة أعدها مجلس أوروباضمن مشروع «تعلم اللغات من أجل المواطنة الأوروبية » بين عامي 1989 و 1996 م. وصدرت الطبعةالإنجليزية عام 2000 ، وقد أوصى مجلس الاتحاد الأوروبي، في نوفمبر 2001 ، باستخدام ) CEFR ( لإقامةنظم التحقق من القدرة اللغوية. وقد نشرت الطبعة العربية الأولى منه عام 2008 م مترجمة عن الطبعةالألمانية الصادرة عام 2001 م، وقد صدرت عن تعاون بين معهد جوتة ودار إلياس للطباعة والنشر بالقاهرةويقع الكتاب في 264 صفحة من القطع الكبير ويحمل رقم 4- 313 - 304 - ISBN 977 . وهذا الكتابيمكن اعتباره من نوع الكتب «الأدلة » التي يرجع إليها العاملون في حقل تعليم اللغات الأجنبية علىاختلاف تخصصاتهم، ومن الجدير بالذكر أن هذا الإطار الأوروبي مناظر - من حيث كونه معيار تقييم-لمعايير سابقة عليه مثل معايير معهد الخدمة الخارجية الأمريكي المسماة ILR ومعايير المجلس الأمريكيلتعليم اللغات الأجنبية Actfl والمعايير الأسترالية ) ISLPR ( وغيرها.ترجع أهمية هذا الكتاب لكونه قد صار دستور تعليم اللغات في أوروبا وفي كثير من دول العالم بما فيهامؤسسات تعليم العربية للناطقين بغيرها، حيث يستند لهذا الإطار في عمليات بناء المناهج والمواد التعليمية
والتقييم اللغوي، وهذا هو السبب الرئيس الذي دفع الباحث للكتابة عنه ولتعريف المهتمين بتعليم اللغةالعربية به.

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مراجعة كتاب الإطار المرجعي الأوروبي المشترك للغات: دراسة، تدريس، تقييم / The Common European Framework of Reference for Languages: Learning, Teaching, Assessment

https://escholarship.org/content/qt3b61n1wd/qt3b61n1wd.pdf?t=nwmgio

Academic literacy in mathematics for English Learners

Bilingualism or Not: The Education of Minorities

This article is an examination of mathematical communication in two algebra classes with ESL students. Using videotaped data, the author found that students in one classroom engaged in very little mathematical communication, most of which was oriented toward simple answers and fragmented procedural descriptions. This is attributed to instructional decisions that minimized the authority and use of small groups, and students difficulties with the mathematical register in both English and Spanish. This contrasted with the other classroom in which students engaged in extensive mathematical communication in small and large group formats. The paper discusses how small groups facilitate the development of communicative competence and the potential value of computers for stimulating discussion.

Development of mathematical communication in problem solving groups by language minority students. Bilingual Research Journal.

Academic English (AE) refers to the language used in school to help students acquire and use knowledge. This article reviews current literature to determine what is known about the nature of AE within the context of K–12 schooling. It describes how AE is conceptualized in the education research literature, how these conceptualizations are realized in instructional practices, and the implications of these conceptualizations for teacher education and professional development. The student population that is the primary focus of the article is English language learners, but the findings have implications for all students who struggle with learning AE. The article raises critical challenges in defining and operationalizing AE for instruction and suggests areas for further inquiry.

A Review of the Literature on Teaching Academic English to English Language Learners

https://www.ibo.org/globalassets/publications/ib-research/language-proficiency-final-report.pdf

Charlene Rivera

Papers

A Review of the Literature on Teaching Academic English to English Language Learners

Language proficiency for academic achievement in the International Baccalaureate Diploma Programme