This research paper analyzes how different L2 textbooks in lower secondary school relateto speaking proficiency, in reference to the curriculum. It also investigates how thetextbooks approach speaking proficiency activities differently. The aim of my study istherefore to investigate if and how contemporary textbooks for learning English in lowersecondary school stimulate the development of speaking proficiency. To answer thesequestions, I compare four textbooks, through a content analysis based on the knowledgerequirements for speaking proficiency in English, in year 9. The results show that therecently published books have more activities that help develop speaking proficiency,namely Focus and Sparks. These books also have more activities in groups, which is adifferent approach than the textbook Primetime, which only provides activities in pairs.All books have activities connected to the requirements. However, Focus and Sparks havesignificantly more activities where all requirements are combined. This suggests that thetextbooks recently published prioritize speaking proficiency activities using discussions.The findings of this study are that the textbooks researched relate to the requirementsdifferently. More recent books follow the requirements to a greater extent, helpingstudents develop their speaking proficiency more efficiently.

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The purpose of this thesis is to look at effective reading instruction and assessment in the early years of education to determine appropriate forms of assessment and practice for identifying struggling readers. Many American students are struggling with reading problems. According to the National Assessment of Educational Progress, only 31% of fourth graders in America were reading proficiently in 2005. To determine a potential cause of reading problems, particularly in comprehension, I look at what is considered to be best practice in teaching children to read. I then evaluate how elementary assessment, which relies heavily on fluency, can contribute to an overemphasis of fluency instruction. I argue this overemphasis of fluency instruction and lack of instruction in comprehension could be a cause of students' reading difficulties not being recognized until later grades. To avoid assessing students purely on fluency, I look at other forms of assessment, that include measures of comprehension assessment, which could provide a clearer picture of students' reading proficiency. I then examine intervention programs and practices that may be most appropriate for remediation. I argue interventions are best when they are tailored to the specific needs of the individual student, and so, schools should avoid purchasing packaged programs. Finally, I discuss a need for more research on seeing if there is a causal connection between a shift in practice to include more comprehension instruction in the early elementary years and fewer reading problems in the secondary years. / Urban Education

Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The lives of eleven Latino subjects meeting strict language proficiency criteria were examined as individuals, students, peers, family members, and as members of their community. The students became bilingual and biliterate over time, having arrived in the United States as children with limited English proficiency. Factors believed to have contributed to their bilingual status were categorized in the areas of home, school, individual and society. These were identified through questionnaire, interviews and accountings of academic histories. Language proficiency was measured with story retelling tasks in each language, and scores on the Test of English as a Foreign Language (TOEFL) and Spanish Advanced Placement exams. Each subject became bilingual and biliterate through varied and complex circumstances. The data revealed factors that interacted in different ways for each of the subjects although they reached the same results of bilingualism and biliteracy. Two factors, however, were present in each case. One was the use of Spanish in the homes as the dominant language of the parents, and the other was the participation in Spanish language arts classes in high school. The subjects exhibited values such as loyalty to the family, respect for elders and figures of authority, a strong work ethic, and a positive perception of both the Latino identity and the Spanish language. They had all been instructed in bilingual education programs. The Spanish language arts program at the high school provided the subjects with a challenging curriculum in Spanish. They shared the perception that the high school as well as society regarded them with respect as bilingual and biliterate Latinos. The subjects held a strong image of themselves as Latinos proud to be mastering English while educated in both languages. All eleven subjects believed that Spanish was integral to their lives and that learning English did not have to be at the expense of the continued development of Spanish. / 2999-01-01