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DOI:http://dx.doi.org/10.26855/jhass.2020.07.007

Examining the Effectiveness of English Language Improvement Curriculum Materials on the English Proficiency of Students

Date: November 9,2020 |Hits: 747 Download PDF How to cite this paper

Lina Lafta Jassim

College of Art, University of Thi-Qar, Iraq.

*Corresponding author: Lina Lafta Jassim

Abstract

This study aims to examine the effectiveness of materials in Texas. Using local linear matching, we find that schools that do not purchase any ELI curricula have significantly lower English language proficiency scores relative to schools that purchase state-adopted ELI materials. These results are robust across various matching models—inverse probability weights with regression adjustment, kernel matching, and nearest neighbor matching—and a comparative interrupted time series design. There is no major difference between schools adopt the two most common English language development curricula—Rigby On Our Way to English and National Geographic Reach. This study suggests that emergent bilinguals (EBs) who attend schools that have instructional materials that explicitly foreground English language proficiency standards outperform those in schools that do not have such materials.

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How to cite this paper

Examining the Effectiveness of English Language Improvement Curriculum Materials on the English Proficiency of Students

How to cite this paper: Lina Lafta Jassim. (2020) Examining the Effectiveness of English Language Improvement Curriculum Materials on the English Proficiency of Students Journal of Humanities, Arts and Social Science, 4(2), 126-142.

DOI: http://dx.doi.org/10.26855/jhass.2020.07.007

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