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徐浩推荐： 本文探讨的问题既是研究效度的问题，也是研究伦理的问题，更是研究哲学的问题。本文提供了一个非常新颖的视角，但其结论大家可作为一家之言来参考。

摘要：This article analyzes research in second/foreign language teaching and learning conducted in Taiwan over the period 2004-2009. Representative articles published in local refereed journals and conference proceedings -- not readily accessible outside Taiwan -- are reviewed to reflect current trends in English teaching and learning. The main themes discussed include English-in-education policy and curriculum, research on English-skills development, and assessment. The analysis presented here highlights the fact that research in Taiwan not only follows international trends but also satisfies specific needs in local sociolinguistic contexts. Additionally, this paper sheds light on why the international readership of this locally conducted research remains very limited, and concludes by outlining the challenges that researchers face and the gradually shifting status of English in Taiwan in this increasingly globalized world. Adapted from the source document

摘要：A growing body of literature suggests that language proficiency in the main language of the destination country is one of the most significant factors in the integration of immigrants. This study examines the overall differences in U.S. and Canadian settlement policy, using the provision of language courses as a specific example of the ways in which adult immigrants are integrated into the host society. Eleven Haitian women in both countries were interviewed to compare the way in which participants accessed key settlement information and services. The findings reveal that Canadian-based participants were much more likely to cite professional institutions ("formal facilitators") for referrals, whereas U.S.-based participants were more likely to learn from "informal facilitators." The findings also highlight differences in access and completion rates of language classes. Implications for how national settlement policy affects individual immigrants and their language acquisition are analyzed in the discussion. Adapted from the source document

摘要：The globalization of English in Sweden is examined as it takes shape in educational policy and practice. Following in the tradition of a "new wave" of language policy and planning research that emphasizes connections between policy and how it is interpreted by local stakeholders, this investigation focuses on textual data from Swedish national curricular documents and observational data of preservice English language educators during teacher training. Discourse analysis was conducted in order to illuminate underlying policy discourses, on the one hand, and facilitate tracing intertextual connections to the voices of educators, on the other hand. Drawing upon current perspectives on linguistic globalization, major discursive tensions engendered in the processes of transculturation through which English as a global language is locally situated in Sweden are brought to light. The study illustrates how educational language policy serves as a discursive space for ongoing negotiation about the status of English in Sweden. Adapted from the source document

摘要：Title III of Public Law 107-110 (No Child Left Behind; NCLB) provided for creation of assessments of English language learners (ELLs) and established, through the Enhanced Assessment Grant program, a platform from which four consortia of states developed ELL tests aligned to rigorous statewide content standards. Those four tests (ACCESS for ELLs, CELLA, ELDA, and MWA) are now in use in one or more states, along with a host of other commercially available or locally developed tests. The tests (those developed by consortia as well as the others) are quite similar in many ways, principally in their contents: Listening, Speaking, Reading, and Writing. Most measure these domains with a combination of multiple-choice (MC) and open-ended (OE) test items. This article provides an overview to the four consortium-developed tests as well as an in-depth analysis of one representative example. It also provides a summary of the characteristics of four commercially available tests. Not surprisingly, the four commercially available tests are rather similar to one another and to the consortium-developed tests in terms of content, psychometric characteristics, and development. The primary difference between the two sets is that the commercially available tests tend to report percentile ranks as well as proficiency levels. Now that the Race to the Top program is in place, we face many of the same challenges we faced a decade ago when NCLB was passed. While the Enhanced Assessment Grant competition emphasized summative assessment, the latest competition emphasizes formative assessment, which gives rise to the hope that educators can not only discover students' strengths and weaknesses with these new tests, but do so in a timely manner and have opportunities to use the information constructively. Current work by at least one organization is encouraging in this regard. [Reprinted by permission of Sage Publications, Ltd., copyright holder.]

摘要：The authors introduce this special issue of Language Testing, which focuses on critical issues surrounding test development and practices related to the No Child Left Behind Act -- the most wide-sweeping educational reform effort in the United States. Adapted from the source document

摘要：The No Child Left Behind (NCLB) Act (US Government, 2001), the current iteration of the Elementary and Secondary Education Act of 1965, makes it clear that states, districts, schools and teachers are accountable for the education of English language learners (ELLs), as well as all other students. To implement an accountability system, NCLB requires states to create content standards (a set of curricular goals and objectives) for English language arts, mathematics, and science. They must also develop and administer assessments that measure student progress toward mastery of these content standards. Finally, states, districts, and schools must demonstrate that they are making adequate yearly progress toward bringing all students to a previously established level of mastery of these standards (called Proficient) with the goal that by the year 2014 all students will achieve this level. [Reprinted by permission of Sage Publications, Ltd., copyright holder.]

摘要：The Standards for Foreign Language Learning in the 21st Century (SFLL) (National Standards in Foreign Language Education Project [NSFLEP]), originally published in 1996, were envisioned by many as the panacea for providing a new and exciting direction for foreign language education in the United States. The perceived impact of these National K-16 Student Standards has been witnessed throughout more than a decade by scholarly works that have acknowledged their role as 'a veritable change agent' (Sharpley-Whiting 1999: 84), 'a vision for foreign language education in the new century' (Allen 2002: 518), and, more recently, as 'a blueprint and framework for change' (Terry 2009: 17). The research that has been done on the Standards since their inception has attempted to provide concrete ways for the field to embrace this new framework and thereby realize a Standards-based curriculum and perhaps even revolutionize language education. This work has consisted largely of (1) implementational research (both with and without experimental design) that proposes specific strategies for addressing the Standards in planning, teaching, and assessment (Schwartz & Kavanaugh 1997; Abbott & Lear 2010); (2) survey research that analyzes self-reported information regarding teachers' pedagogical beliefs about the Standards and ways in which they claim to be addressing Standards in their classrooms (Allen 2002; ACTFL 2011), and (3) White papers that disseminate opinions and insights by leaders in the field regarding the impact that the Standards are having in areas such as language instruction, curriculum and course design, and educational policy (Sharpley-Whiting 1999; Donato 2009; Glisan 2010). Adapted from the source document

摘要：This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theory development and, importantly, the critical scrutiny of dominant discursive practices in connection with minority and migrant languages. In combination with this focus, there is a concern with German as a second or foreign language in a number of contexts. A second cluster concerns the area of language testing and assessment, which has gained political import due to changes in national education policy and the introduction of standardized tests. Finally, a third cluster of research concerns the diverse types of specialized language instruction, including the introduction of foreign language instruction from age six onwards, the rise of academic writing instruction, English-medium education and, as a final more general issue, the role of English as a dominant language in the canon of all foreign and second languages in Austria. Adapted from the source document

摘要：On the premise that the learning of a second or foreign language should contribute to, rather than subtract from, the cultural and linguistic resources which a learner already possesses, this paper documents an individual teacher's pedagogically centred challenge to a politically driven and potentially exclusive English-only language policy within the context of a Japanese university. A small group of Japanese English language learners took part in the project and data were gathered from a series of semi-structured conversation diaries as well as through learner responses to two in-class activities which sought to promote a reflective analysis of individual language use behaviours. The two in-class activities were designed with the intention of assisting students to be able to make more self-directed language choices and to develop a heightened awareness and understanding of why the strategic use of the L1 may at times be beneficial to their second or foreign language learning ambitions. Adapted from the source document

摘要：Four out of five immigrants to Canada speak a language other than English or French as a first language. Immigration is increasingly transforming francophone minority communities. Allophone children acquire minority status on multiple levels within French-language schools, where they can become both a linguistic minority and a cultural minority within an official francophone minority in Canada. This article examines how culturally and linguistically diverse (CLD) allophones have been constructed historically through official language and multiculturalism policies in Canada and how this political framing limits language rights and schooling for allophone immigrant children. By examining recent language policies, this article argues that the ways in which policy makers, educators, and researchers conceptualize CLD children shape their integration into Canada. This article draws upon a case study of teachers' practices with allophone learners in one French-language school to highlight the potential for transformative third-space practices to support CLD children in French-language schools. Adapted from the source document

摘要：There is general agreement that research informs the design of curriculum. In multilingual contexts, the theoretical assumptions which underpin empirical investigations and the quality of knowledge provided to the community of practice is a determining element in the way curriculum is both conceived and produced. This paper re-examines research undertaken on language issues in Mauritius and in some other islands of the Indian Ocean. It aims to show how observations previously put forward and based on the hypothesis that language operate within fixed boundaries and in a compartmentalised manner are erroneous. In fact, the paper argues that so long as research is not ready to validate actual language usage, the curriculum will not respond to the actual needs of both teachers and learners. Adapted from the source document

摘要：Communicative language teaching (CLT) and task-based language teaching (TBLT) have been widely adopted in the Asia-Pacific region, with a number of Asian countries strongly promoting CLT and TBLT in their curricula and English language education policies. Despite their popularity, a number of challenges have arisen in connection with implementing CLT and TBLT in Asian classrooms. The challenges that have emerged include (a) conceptual constraints (e.g., conflicts with local values and misconceptions regarding CLT/TBLT); (b) classroom-level constraints (e.g., various student and teacher-related factors, classroom management practices, and resource availability); and (c) societal-institutional level constraints (e.g., curricula and examination systems). These constraints have led some to argue that successfully implementing CLT and TBLT in Asia requires adaptation to local environments, such that CLT and TBLT become embedded in local practices. Although there have been a growing number of reports of various CLT/TBLT implementation efforts in different Asia-Pacific regions, we still have only a limited understanding of how best to achieve contextually embedded adaptations and how they affect students' English learning. After reviewing relevant studies, this article suggests potential options for moving forward, including (a) employing more contextually feasible and flexible interpretations of CLT and TBLT, (b) implementing decentralized or innovative language-in-education policies, and (c) creating communities of learning outside of the classroom as well as in the classroom. Adapted from the source document

摘要：This article surveys recent work on content-and-language integrated learning (CLIL). Related to both content-based instruction and immersion education by virtue of its dual focus on language and content, CLIL is here understood as an educational model for contexts where the classroom provides the only site for learners' interaction in the target language. That is, CLIL is about either foreign languages or lingua francas. The discussion foregrounds a prototypical CLIL context (Europe) but also refers to work done elsewhere. The first part of the discussion focuses on policy issues, describing how CLIL practice operates in a tension between grassroots decisions and higher order policymaking, an area where European multi- and plurilingual policies and the strong impact of English as a lingua franca play a particularly interesting role. The latter is, of course, of definite relevance also in other parts of the world. The second part of the article synthesizes research on learning outcomes in CLIL. Here, the absence of standardized content testing means that the main focus is on language-learning outcomes. The third section deals with classroom-based CLIL research and participants' use of their language resources for learning and teaching, including such diverse perspectives as discourse pragmatics, speech acts, academic language functions, and genre. The final part of the article discusses theoretical underpinnings of CLIL, delineating their current state of elaboration as applied linguistic research in the area is gaining momentum. Adapted from the source document

摘要：The paper analyzes research published over the last five years. The first part looks into policy documents, types of programs, and surveys to identify (a) reasons why an early start to learning languages is seen as beneficial and under what conditions; (b) possible threats; and (c) the aims and expected outcomes that are predicted by various models. The second part discusses studies on learners, including what they do in classrooms, how they perform on tasks, how their languages interact, and how they develop in different skills. A separate section reviews individual differences in the affective, cognitive, and strategic domains, as well as the role of learners' socioeconomic status and their learning difficulties. In the third part, we draw on classroom observation and interview studies to discuss teachers' roles, proficiency and uses of languages, and beliefs and practices. In the fourth part, we focus on the assessment of young learners; more specifically, we review what the construct of assessment is, what various assessment frameworks include, what international and national examinations exist, and what assessment for learning involves. Finally, in the last section we review implications for further research. Adapted from the source document

摘要：The purpose of this review is to assess whether recent scholarship on language-literature instruction-the deliberate integration of language development and literary study at all levels of the foreign language curriculum-within the context of U.S. institutions of higher education reflects shifts in thinking regarding the role of literature in foreign language curricula. These shifts have come in response to the 2007 Report of the Modern Language Association Ad Hoc Committee on Foreign Languages, which recommended replacing the traditional two-tiered program structure with more coherent curricula that merge language and content, and to the general questioning of communicative language teaching as a viable method for language instruction and adequate preparation for advanced-level work in a foreign language. Current approaches to language-literature instruction and foreign language curriculum design favor multimodal language development that places equal importance on oral and written language and interpretative interaction with literature to construct textual meaning and establish form-meaning connections. This review surveys empirical and classroom practice research on literature in language courses and language in literature courses and concludes with a consideration of larger curricular issues and areas for future research. Adapted from the source document

摘要：Harrington notes that many connections exist between language teaching and learning and a community, discussing how this is particularly true for large urban school districts in the United States. She presents an overview of the Fort Worth Independent School District as a way of identifying the district's most outstanding language education challenges. The district must provide access to English-language schooling for immigrant groups with a wide variety of English proficiency levels, attended to the highly varied interests of the Hispanic population, engage the monolingual English student population in second-language learning, support the teachers, lay down and groom two-way streets of communication between home and school, and find ways of making educational decision-making transparent and desirable to the power brokers and financial supporters in the community. Adapted from the source document

摘要：The English Language Proficiency Assessment (ELPA) is used in the state of Michigan in the United States to fulfill government-mandated No Child Left Behind (NCLB) requirements. The test is used to promote and monitor achievement in English language learning in schools that receive federal NCLB funding. The goal of the project discussed here was to evaluate the perceived effectiveness of the ELPA and to see if those perceptions could meaningfully contribute to a broad concept of the test's validity. This was done by asking teachers and test administrators their views on the ELPA directly after its administration. Two hundred and sixty-seven administrators took a survey with closed and open-ended questions that aimed to tap into the consequential dimensions of test validity. An exploratory factor analysis identified five factors relating to the participants' perceptions of the ELPA. Analysis of variance results revealed that educators at schools with lower concentrations of English language learners reported significantly more problems in administering the ELPA. Three themes (the test's appropriateness, impacts, and administration) emerged from an analysis of qualitative data. This article discusses these results not only as a means of better understanding the ELPA, but also to contribute to larger-scale discussions about consequential validity and standardized tests of English language proficiency. It recommends that broadly defined validity data be used to improve large-scale assessment programs such as those mandated by NCLB. Adapted from the source document

摘要：As China is increasingly occupying the world's attention, its explosively expanding economical and political clout has also been felt in the applied linguistics domain, with the discussion on China's/Chinese language issues growing by leaps and bounds (e.g. China's English education policies, Chinese language classes in the West). Amid the world's hopeful or ambivalent attitudes towards China, the present brief discussion, favourably disposed towards a new era in East-West relations, revisits applied linguistics research on Asian language learners, whose problematized image conventionally lends support to Western supremacy and the westernized Asian learner. Future research directions are explored in the light of new global power relations that are expected to act as a conduit to re-balancing dominant language-learner ideologies, applied linguistics research discussion and its pedagogical implications. Adapted from the source document