Abstract
This paper explains that the California English Language Development Test (CELDT) is used as a means of evaluating language proficiency among students learning English as a second language to identify students who are learning English as a second language. The author points out that the CELDT also is used to monitor the performance of these students at regular intervals and to reclassify students from limited English proficiency to fluent English proficiency. The paper stresses that CELDT is a monitoring system, not a pedagogical approach; therefore, its use will never directly improve or diminish the scores of second language learners. The paper concludes that administrators and educators may have unwittingly created a setting in which the CELDT is given more credibility than it deserves in terms of its significance as a testing apparatus.

Table of Contents:
Abstract
Introduction
CELDT in Application
Implications
Conclusion

From the Paper
"The test was used for the first time in 2001, suggesting that data pertaining to its use is insufficient to judge long-term outcomes based on the use of the test. The CELDT was developed by the professional for-profit test organization, "CTB-McGraw Hill" and is "designed to assess English learners in grades 1 through 12 on reading, writing, comprehension, and oral English along a continuum of five levels, from Beginning (1) to Advanced (5)" The test has been praised in California by educators and administrators who were forced to rely on a variety of different tests but now can evaluate a student's performance even when he or she has moved from one school to another."

Tags:assess, credibility, insufficient, monitoring, credibility

Abstract
In this article, the writer provides an overview of the California English Language Development Test (CELDT) that was implemented in 2001. The writer explains that this test deals with achievements in the acquisition of second languages. The writer discusses the effectiveness of the CELDT regarding the evaluation of student achievement.

From the Paper
"The California English Language Development Test (CELDT) was introduced in 2001 and has been used as a benchmark for student achievement in the acquisition of second languages. The CELDT appears to demonstrate effectiveness, and the student scores from 2003 to the present day reflect improvements in language acquisition. Yet when analyzed, the methods and the outcome of the CELDT demonstrate conditional effectiveness in evaluating student achievement. It is necessary to identify and respond to these concerns in order to increase ..."

Tags:language, testing

Abstract
This paper discusses the development of the California High School Exit Examination (CAHSEE) in 1999 to test graduating seniors in English language, arts and math. The paper argues that the test is unfair due to the discrepancies between students and school districts. It discusses the controversy surrounding the test, including possible solutions that have been suggested to improve the fairness of the testing.

From the Paper
"If students have been victims of mediocre and poor schools, passing the test will prove exceptionally difficult. A variety of problems plague these troubled schools. Academics are hindered by problems with discipline and absenteeism. Students cannot learn with disruptions during the school day and when they are not in school. Furthermore, teachers are unable to teach consistent and sequenced lessons when they have to battle with behavior problems and lack of continuity when students are not there. Teachers become frustrated quickly and seek employment at middle and upper class schools. Consequently, the poorer schools frequently have new and inexperienced teachers and rapid teacher turnover."

Tags:district, funding, inequality

Abstract
The paper argues that the future of the English language promises to be an eventful one. The paper asserts that for instance, there is every possibility that the language will continue to divide and sub-divide in much the same way as the ancient Indo-European language of which it is a descendant divided and sub-divided over time. Further, the paper posits that one can reasonably expect to see the denotative and, especially, connotative meanings of words change as societal attitudes and perceptual paradigms change. Lastly, the paper proposes that as society evolves and new innovations muscle their way to the fore, new words and expressions will enter the lexicon - helped along by the fact that English has always been very good at borrowing from other languages when striving to find an apt descriptor for a new "thing" or phenomenon. In the end, the paper concludes that the English language will continue to grow more dynamic, larger, and will most likely continue to freely take from other languages.

Tags:future, english, language

Abstract
This paper discusses the myths and misconceptions of English Language Learners. The paper focuses on the training of Ell teachers, difficulties in teaching Ell and a brief discussion on strategies of effective Ell teaching.

From the Paper
"During the last decade, the number of English Language Learners (ELLs) has risen significantly in classrooms all over the US with the increasing diversity of American society. ELLs, as a group, has consistently fared far worse in standardized testing than their peers, especially in the case of language arts tests. Essentially, state tests indicate that ELL students typically score..."

Tags:Myths, Misconceptions, ELL Students, English language learners

Abstract
This paper describes the sexism inherent in the English language and how it has been diminishing over the past 25 years.

From the Paper
"Many languages have words of feminine, masculine and neutral gender. These designations are accepted for example in the Romance languages such as French, Spanish and Italian. The English language-although it does not contain gender-denoting articles such as the French le and la, does contain words that signify the masculine or feminine gender in other ways. Certain word endings such as ess and ette pertain to words that refer only to females. The word actress for example, refers to a female actor, a male...

Tags:sexism, gender, English, language, pseudogeneric

Abstract
This paper discusses phonemes and how they apply to the English language. The author traces changes in this language beginning with Old English and moving through Middle English to present-day English, and provides examples of changes in each. The author also explains why only forty-four out of a possible three hundred phonemes are used in present-day English.

From the Paper
"A phoneme, as defined by Crystal is, "The smallest contrastive unit in the system of a language"(456). There are approximately three hundred phonemes in existence that are shared by the five thousand plus languages of the world. The English language only uses forty-four of the three hundred total phonemes. Some languages require more than forty-four phonemes and some require less in order to function. The truth is that none of the world's languages use the three hundred available phonemes. Languages use only as many as they need in order to be understood. The reason that the English language uses a mere forty-four phonemes is very simple; that is all that it needs. However, the number of phonemes in our language has changed, and it will probably change in the future. It is important to examine the reasons for change and discuss why the number of English phonemes is so limited."

Tags:middle, english

Abstract
This paper explains good and bad uses to which ambiguity in the English language are put. The author argues that there is a linkage between language ambiguity and ethics. The paper presents examples of linguistic ambiguity.

From the Paper
"Ambiguity as a linguistic and rhetorical strategy can take a variety of forms as Empson shows in "Seven Types of Ambiguity". It is important to recognize that Empson's study does not necessarily exhaust the subject of linguistic ambiguity when he identifies seven ..."

Tags:Linguistics, Language, ambiguity, poetry, doublespeak

Abstract
The paper provides an overview of the No Child Left Behind (NCLB) legislation and its impact on education. The paper provides statistical data that highlights the notable challenges faced by English language learners (ELLs) in California's public schools when it comes to achieving basic standards. The paper is concerned that as the number of ELL students continues to increase, the gaps created under NCLB will continue to have a disproportionate impact on the schools in California.

Outline:
Introduction
Literature Review
Summary/Conclusion

From the Paper
"The No Child Left Behind (NCLB) Act passed in 2001 was intended to create better accountability in the schools and produce better outcomes for public education. Although the federal government has vehemently defended the legislation, critics contend that NCLB does very little to improve outcomes for students. Additionally, scholars have maintained that for children with special needs--i.e. learning disabilities, ELL/ESL learners, etc.--NCLB has created signification gaps that remain difficult for public schools to close."

Tags:standardized, tests, bilingual, education, performance, standards

Abstract
The paper defines the Gifted and Talented Education (GATE) program as one which provides challenging curriculum and instruction to gifted and talented students, who are capable of a higher achievement level than that of other students. The paper discusses how GATE is applied to special needs and non-English speaking students. It describes the identification process, the testing procedure and the factors which inhibit these procedures such as language, economical and environmental problems. The paper explores how GATE is taught to children and the advantages and disadvantages of this program.

From the Paper
"The students themselves may have problems with pull out programs as well. Socialization problems in GATE students may arise when they are removed form the classroom setting. When pulling students from the classroom, their peers may feel resentment. The GATE students may lose the "group" feeling of the classroom, causing possible behavioral and negative learning problems. However, by keeping students in the classroom, GATE students can better understand and accept their learning differences, and can still feel a part of the group. They learn leadership by "tutoring" those students who may not learn as fast (Webb, 1994)."

Tags:State, Department, Education, physical, impairments, Wechsler, test, National, Association, for, Gifted, Children