While there is much in the literature on ESL development, this book
is the first of its kind to track the development of specific
language abilities in an Intensive English Program (IEP)
longitudinally and highlights the implications of this particular
study's findings for future IEP implementation and practice and ESL
and SLA research. The volume draws on many years' worth of data
from learners at an IEP at the University of Pittsburgh to explore
selected aspects of language development, including lexical,
grammatical, speaking, and writing abilities, in addition to
placement assessment practices and student learning outcomes. A
concluding chapter points to the ways in which these findings can
be applied to decision making around IEP curriculum development and
the future role of IEPs in higher education more broadly. With its
focus on students in IEP settings and the concentration on data
from students evaluated over multiple semesters, this volume offers
a unique opportunity in which to examine longitudinal developmental
patterns of different L1 groups on a variety of measures from the
same learners and will be key reading for students and researchers
in second language acquisition, English for Academic Purposes,
language education, and applied linguistics.
General
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