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Test of English as a Foreign Language is a standardized test to measure the English language ability of non-native speakers wishing to enroll in English-speaking universities. The test is accepted by more than 11,000 universities and other institutions in over 190 countries and territories. TOEFL is one of several major English-language tests in the world, others including IELTS, Cambridge Assessment English and Trinity College London exams.
English as a second or foreign language is the use of English by speakers with different native languages. Language education for people learning English may be known as English as a second language (ESL), English as a foreign language (EFL), English as an additional language (EAL), English as a New Language (ENL), or English for speakers of other languages (ESOL). The aspect in which ESL is taught is referred to as teaching English as a foreign language (TEFL), teaching English as a second language (TESL) or teaching English to speakers of other languages (TESOL). Technically, TEFL refers to English language teaching in a country where English is not the official language, TESL refers to teaching English to non-native English speakers in a native English-speaking country and TESOL covers both. In practice, however, each of these terms tends to be used more generically across the full field. TEFL is more widely used in the UK and TESL or TESOL in the US.
The Academic Performance Index (API) was a measurement of academic performance and progress of individual schools in California, United States. The API was one of the main components of the Public Schools Accountability Act passed by the California State Legislature in 1999. It was last updated for the 2012–2013 school year, an on March 15, 2017, the California State Board of Education and the California Department of Education launched a new accountability system to replace the Academic Performance Index to better measure California's education goals. The replacement reporting interface is the California School Dashboard.
Cambridge Assessment English or Cambridge English develops and produces Cambridge English Qualifications and the International English Language Testing System (IELTS). The organisation contributed to the development of the Common European Framework of Reference for Languages (CEFR), the standard used around the world to benchmark language skills, and its qualifications and tests are aligned with CEFR levels.
The General English Proficiency Test is a test of English language proficiency that was commissioned by Taiwan's Ministry of Education in 1999. The GEPT was developed by the Language Training and Testing Center in Taipei, Taiwan and was first administered in 2002.
The California Assessment of Student Performance and Progress (CAASPP), known until February 2014 as the Measurement of Academic Performance and Progress (MAPP), measures the performance of students undergoing primary and secondary education in California. In October 2013, it replaced the Standardized Testing and Reporting (STAR) Program.
The Colorado Student Assessment Program (CSAP) was an assessment required by the No Child Left Behind Act administered by the Unit of Student Assessment in the Colorado Department of Education (CDE). The CSAP was designed to measure how well students are learning material from the Colorado Model Content Standards, the established content standards that all Colorado public school students should learn. The CSAP only tested four of the thirteen subject areas in the Colorado Model Content Standards.
The English Language Acquisition, Language Enhancement, and Academic Achievement Act - formerly known as the Bilingual Education Act - is a federal grant program described in Title III Part A of the federal Elementary and Secondary Education Act (ESEA), which was reauthorized as the No Child Left Behind Act in 2002 and again as the Every Student Succeeds Act in 2015. This section is specifically targeted to benefit Limited English Proficient (LEP) children and immigrant youth. The statute states that LEP students must not only attain English proficiency but simultaneously meet the same academic standards as their English-speaking peers in all content areas. Federal funding is provided to assist State Education Agencies (SEAs) and Local Education Agencies (LEAs) in meeting these requirements. In 2011, ESEA Title III awards were granted to 56 SEAs and the average award given to an individual SEA was $12,158,046.
Abraham Lincoln High School, is an urban public high school in San Diego, California, United States. It is part of the San Diego Unified School District. It serves approximately 2100-2700 students in grades 9–12 in the K-12 education system. It is located in the Lincoln Park neighborhood of Southeast San Diego, part of the Encanto neighborhoods. It was named after President Abraham Lincoln.
Trinity College London ESOL is an international English Language examinations board delivering assessments in English language learning and teaching and has been offering English language examinations since 1938. Trinity College London's exams are taken by over 850,000 candidates in over 60 countries each year.
Pearson Language Tests is a unit of the Pearson PLC group, dedicated to assessing and validating the English language usage of non-native English speakers. The tests include the Pearson Test of English (PTE) Academic, PTE General and PTE Young Learners. These are scenario-based exams, accredited by the QCA, Ofqual, and administered in association with Edexcel, the world's largest examining body.
Centennial High School is a public high school in Compton, California, part of the Los Angeles metropolitan area.
The WIDA Consortium is an educational consortium of state departments of education. Currently, 41 U.S. states and the District of Columbia, as well as Puerto Rico and the Northern Mariana Islands, participate in the WIDA Consortium. WIDA designs and implements proficiency standards and assessment for grade K-12 students who are English-language learners, as well as a set of proficiency standards and assessments for Spanish language learners. WIDA also provides professional development to educators and conducts research on instructional practices, as well as the results and use of the ACCESS and W-APT English language proficiency assessments.
The Michigan Test of English Language Proficiency is used by institutions to measure the achievement and progress of English language learners within a language program. It is produced by CaMLA, a not-for-profit collaboration between the University of Michigan and the University of Cambridge.
A high school diploma or high school degree is a North American academic school leaving qualification awarded upon high school graduation. The high school diploma is typically obtained after a course of study lasting four years, from grade 9 to grade 12. The diploma is awarded by the school in accordance with the requirements of the local state or provincial government. Requirements for earning the diploma vary by jurisdiction, and there may be different requirements for different streams or levels of high school graduation. Typically they include a combination of selected coursework meeting specified criteria for a particular stream and acceptable passing grades earned on the state exit examination.
The CaMLA English Placement Test (EPT) is used principally by English language teaching schools to assess students’ language ability levels and place them in the right English language course. It is also used by organizations as a screening test to evaluate the English language proficiency of prospective employees.
The Michigan English Test (MET) is a multilevel, modular English language examination, which measures English language proficiency in personal, public, occupational and educational contexts. It is developed by CaMLA, a not-for-profit collaboration between the University of Michigan and the University of Cambridge and has been in use since 2008.
The Examination for the Certificate in Proficiency in English (ECPE) is an advanced level English language qualification that focuses on Level C2 of the Common European Framework of Reference for Languages (CEFR).
In linguistics, the term near-native speakers is used to describe speakers who have achieved "levels of proficiency that cannot be distinguished from native levels in everyday spoken communication and only become apparent through detailed linguistic analyses" (p.484) in their second language or foreign languages. Analysis of native and near-native speakers indicates that they differ in their underlying grammar and intuition, meaning that they do not interpret grammatical contrasts the same way. However, this divergence typically does not impact a near-native speaker's regular usage of the language.
References
- ↑ "California English Language Development Test - Programs No Longer Administered by CDE (CA Dept of Education)". www.cde.ca.gov. Retrieved 2021-01-11.
