Lorena Llosa
Biographic Data
| ID | 2120097 |
|---|---|
| NAME | Lorena Llosa |
| GIVEN NAMES | Lorena |
| FAMILY NAME | Llosa |
| SIGNATURE | LLOSA L |
| AFFILIATIONS | New York University |
| ORCID | 0000-0002-3587-6753 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Thorny issues with academic language
Translingual caring and translingual aggression
Over the last decade, translanguaging pedagogy has gained much traction in language education and has been taken up in a wide range of educational settings. Studies on translanguaging pedagogy, however, have largely focused on its affordances; research on its challenges remains limited. This classroom discourse study examines both the affordances and challenges of translanguaging pedagogy by analyzing the functions of translanguaging practices in…
Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom
The Next Generation Science Standards (NGSS) have spurred renewed interest in the epistemologies that students adopt as they engage in science practices. One framework for characterizing students' epistemologies is the epistemologies in practice framework (Berland et al. (2016), Journal of Research in Science Teaching , 53(7), 1082–1112), which focuses on students' meaningful use of four epistemic considerations: Nature, Generality, Justification…
Disciplinary Practices with Multilingual Learners in the Content Areas
Contemporary conceptions of content learning that emphasize disciplinary practices offer opportunities to see and hear multilingual learners’ (MLs’) participation in new ways. However, research on disciplinary practices with MLs has primarily targeted those practices traditionally considered language intensive, such as explanation and argumentation. As this research expands to disciplinary practices less familiar to language educators, it may ben…
Dynamic Assessment of English Learners in the Content Areas
Dynamic assessment (DA) seeks to understand learners’ abilities that are still developing by embedding mediation (i.e., contingent forms of assistance) into the assessment process. To date, DA studies have been carried out primarily in contexts focused on language learning. However, in content classrooms (e.g., science, math), English learners (ELs) are developing content and English language proficiency simultaneously and may therefore be able t…
Toward an integrative framework for understanding multimodal L2 writing in the content areas
Linguistic Dimensions of Toefl iBT Essays Compared With Successful Student Disciplinary Writing in the University
Comparability of students’ writing performance on Toefl iBT and in required university writing courses
Investigating the comparability of students’ performance on TOEFL writing tasks and actual academic writing tasks is essential to provide backing for the extrapolation inference in the TOEFL validity argument (Chapelle, Enright, & Jamieson, 2008). This study compared 103 international non-native-English-speaking undergraduate students’ performance on two TOEFL iBT ® writing tasks with their performance in required writing courses in US universiti…
Impact of a Large-Scale Science Intervention Focused on English Language Learners
The authors evaluated the effects of P-SELL, a science curricular and professional development intervention for fifth-grade students with a focus on English language learners (ELLs). Using a randomized controlled trial design with 33 treatment and 33 control schools across three school districts in one state, we found significant and meaningfully sized intervention effects on a researcher-developed science assessment and the state science assessm…
Beyond the Rubric
In order to teach writing effectively, teachers need assessment tools that work for diagnostic purposes—tools that can help them identify students' specific strengths and challenges with writing, as well as generate new ideas for instruction. This study explored what 5 high school teachers (3 ELA and 2 ESL ) learned about their students' strengths and challenges as writers from the students' performance on a think‐aloud‐protocol ( TAP ) Assessmen…
Design Issues and Inference in Experimental L2 Research
Explicit attention to research design issues is essential in experimental second language (L2) research. Too often, however, such careful attention is not paid. This article examines some of the issues surrounding experimental L2 research and its relationships to causal inferences. It discusses the place of research questions and hypotheses, threats to internal and external validity, specific experimental designs, sample size, and the language us…
Language Testing and Accountability
Language assessments are typically used to make decisions about individuals and programs. These decisions affect a number of stakeholders directly or indirectly.
Standards-based classroom assessments of English proficiency
With the United States’ adoption of a standards-based approach to education, most attention has focused on the large-scale, high-stakes assessments intended to measure students’ mastery of standards for accountability purposes. Less attention has been paid to the role of standards-based assessments in the classroom. The purpose of this paper is to discuss key issues and challenges related to the use of standards-based classroom assessments to ass…
Toward a More Nuanced Approach to Program Effectiveness Assessment
Most K–12 evaluations are designed to make inferences about how a program implemented at the classroom or school level affects student learning outcomes and such inferences inherently involve hierarchical data structure. One methodological challenge for evaluators is linking program implementation factors typically measured at the classroom or teacher level with student outcomes measured at the individual student level. Hierarchical linear modeli…
Heritage Language Reading in the University
This paper examines the reading experiences, strategies, and curriculum preferences of university-level heritage language students. One hundred and twenty eight students enrolled in four different heritage language programs at UCLA—Korean, Russian, Thai, and Vietnamese—completed a survey about their exposure to print, early and current reading experiences, strategy use, learning goals, and preferences. The survey revealed that the majority of the…
Validating a standards-based classroom assessment of English proficiency
The use of standards-based classroom assessments to test English learners' language proficiency is increasingly prevalent in the United States and many other countries. In a large urban school district in California, for example, a classroom assessment is used to make high-stakes decisions about English learners' progress from one level to the next, and as one of the criteria for reclassifying students as Fluent English Proficient. Yet many resea…
Impact of a Large-Scale Science Intervention Focused on English Language Learners
The authors evaluated the effects of P-SELL, a science curricular and professional development intervention for fifth-grade students with a focus on English language learners (ELLs). Using a randomized controlled trial design with 33 treatment and 33 control schools across three school districts in one state, we found significant and meaningfully sized intervention effects on a researcher-developed science assessment and the state science assessm…
Design Issues and Inference in Experimental L2 Research
Explicit attention to research design issues is essential in experimental second language (L2) research. Too often, however, such careful attention is not paid. This article examines some of the issues surrounding experimental L2 research and its relationships to causal inferences. It discusses the place of research questions and hypotheses, threats to internal and external validity, specific experimental designs, sample size, and the language us…
Disciplinary Practices with Multilingual Learners in the Content Areas
Contemporary conceptions of content learning that emphasize disciplinary practices offer opportunities to see and hear multilingual learners’ (MLs’) participation in new ways. However, research on disciplinary practices with MLs has primarily targeted those practices traditionally considered language intensive, such as explanation and argumentation. As this research expands to disciplinary practices less familiar to language educators, it may ben…
Dynamic Assessment of English Learners in the Content Areas
Dynamic assessment (DA) seeks to understand learners’ abilities that are still developing by embedding mediation (i.e., contingent forms of assistance) into the assessment process. To date, DA studies have been carried out primarily in contexts focused on language learning. However, in content classrooms (e.g., science, math), English learners (ELs) are developing content and English language proficiency simultaneously and may therefore be able t…
Toward a More Nuanced Approach to Program Effectiveness Assessment
Most K–12 evaluations are designed to make inferences about how a program implemented at the classroom or school level affects student learning outcomes and such inferences inherently involve hierarchical data structure. One methodological challenge for evaluators is linking program implementation factors typically measured at the classroom or teacher level with student outcomes measured at the individual student level. Hierarchical linear modeli…
Heritage Language Reading in the University
This paper examines the reading experiences, strategies, and curriculum preferences of university-level heritage language students. One hundred and twenty eight students enrolled in four different heritage language programs at UCLA—Korean, Russian, Thai, and Vietnamese—completed a survey about their exposure to print, early and current reading experiences, strategy use, learning goals, and preferences. The survey revealed that the majority of the…
Validating a standards-based classroom assessment of English proficiency
The use of standards-based classroom assessments to test English learners' language proficiency is increasingly prevalent in the United States and many other countries. In a large urban school district in California, for example, a classroom assessment is used to make high-stakes decisions about English learners' progress from one level to the next, and as one of the criteria for reclassifying students as Fluent English Proficient. Yet many resea…
Toward a More Nuanced Approach to Program Effectiveness Assessment
Most K–12 evaluations are designed to make inferences about how a program implemented at the classroom or school level affects student learning outcomes and such inferences inherently involve hierarchical data structure. One methodological challenge for evaluators is linking program implementation factors typically measured at the classroom or teacher level with student outcomes measured at the individual student level. Hierarchical linear modeli…
Standards-based classroom assessments of English proficiency
With the United States’ adoption of a standards-based approach to education, most attention has focused on the large-scale, high-stakes assessments intended to measure students’ mastery of standards for accountability purposes. Less attention has been paid to the role of standards-based assessments in the classroom. The purpose of this paper is to discuss key issues and challenges related to the use of standards-based classroom assessments to ass…
Language Testing and Accountability
Language assessments are typically used to make decisions about individuals and programs. These decisions affect a number of stakeholders directly or indirectly.
Beyond the Rubric
In order to teach writing effectively, teachers need assessment tools that work for diagnostic purposes—tools that can help them identify students' specific strengths and challenges with writing, as well as generate new ideas for instruction. This study explored what 5 high school teachers (3 ELA and 2 ESL ) learned about their students' strengths and challenges as writers from the students' performance on a think‐aloud‐protocol ( TAP ) Assessmen…
Design Issues and Inference in Experimental L2 Research
Explicit attention to research design issues is essential in experimental second language (L2) research. Too often, however, such careful attention is not paid. This article examines some of the issues surrounding experimental L2 research and its relationships to causal inferences. It discusses the place of research questions and hypotheses, threats to internal and external validity, specific experimental designs, sample size, and the language us…
Impact of a Large-Scale Science Intervention Focused on English Language Learners
The authors evaluated the effects of P-SELL, a science curricular and professional development intervention for fifth-grade students with a focus on English language learners (ELLs). Using a randomized controlled trial design with 33 treatment and 33 control schools across three school districts in one state, we found significant and meaningfully sized intervention effects on a researcher-developed science assessment and the state science assessm…
Comparability of students’ writing performance on Toefl iBT and in required university writing courses
Investigating the comparability of students’ performance on TOEFL writing tasks and actual academic writing tasks is essential to provide backing for the extrapolation inference in the TOEFL validity argument (Chapelle, Enright, & Jamieson, 2008). This study compared 103 international non-native-English-speaking undergraduate students’ performance on two TOEFL iBT ® writing tasks with their performance in required writing courses in US universiti…
Toward an integrative framework for understanding multimodal L2 writing in the content areas
Linguistic Dimensions of Toefl iBT Essays Compared With Successful Student Disciplinary Writing in the University
Disciplinary Practices with Multilingual Learners in the Content Areas
Contemporary conceptions of content learning that emphasize disciplinary practices offer opportunities to see and hear multilingual learners’ (MLs’) participation in new ways. However, research on disciplinary practices with MLs has primarily targeted those practices traditionally considered language intensive, such as explanation and argumentation. As this research expands to disciplinary practices less familiar to language educators, it may ben…
Dynamic Assessment of English Learners in the Content Areas
Dynamic assessment (DA) seeks to understand learners’ abilities that are still developing by embedding mediation (i.e., contingent forms of assistance) into the assessment process. To date, DA studies have been carried out primarily in contexts focused on language learning. However, in content classrooms (e.g., science, math), English learners (ELs) are developing content and English language proficiency simultaneously and may therefore be able t…
Translingual caring and translingual aggression
Over the last decade, translanguaging pedagogy has gained much traction in language education and has been taken up in a wide range of educational settings. Studies on translanguaging pedagogy, however, have largely focused on its affordances; research on its challenges remains limited. This classroom discourse study examines both the affordances and challenges of translanguaging pedagogy by analyzing the functions of translanguaging practices in…
Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom
The Next Generation Science Standards (NGSS) have spurred renewed interest in the epistemologies that students adopt as they engage in science practices. One framework for characterizing students' epistemologies is the epistemologies in practice framework (Berland et al. (2016), Journal of Research in Science Teaching , 53(7), 1082–1112), which focuses on students' meaningful use of four epistemic considerations: Nature, Generality, Justification…
Thorny issues with academic language
Psychology (15 works) · Mathematics education (12 works) · Computer Science (9 works) · Linguistics (7 works) · Pedagogy (6 works) · Sociology (6 works) · EFL/ESL Teaching and Learning (5 works) · Artificial Intelligence (4 works) · Discourse Analysis in Language Studies (4 works) · Language proficiency (4 works)