Mary Jo Adams
Biographic Data
| ID | 5434813 |
|---|---|
| NAME | Mary Jo Adams |
| GIVEN NAMES | Mary Jo |
| FAMILY NAME | Adams |
| SIGNATURE | ADAMS M J |
| AFFILIATIONS | Providence Day School |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
The relationship between proficiency‐based instruction and student oral proficiency
Over past decades, there has been a paradigm shift in WL instruction, moving away from traditional, grammar‐based programs and toward instruction that promotes student proficiency in the target language. Despite this growing attention to proficiency‐based instruction, few studies have investigated the relationship between proficiency‐based programs and student outcomes. Thus, in the present study, the researchers used a mixed methods approach, in…
PreK–5 Foreign Language Programs: No Longer an Endangered Species
PreK–5 Foreign Language Programs:No Longer an Endangered Species? Mary Jo Adams Keywords early language learning/aprendizaje de idiomas en escuela primaria, FLES, FLEX, immersion/imersión, teaching and learning/enseñaza y aprendizaje Challenges facing foreign language instruction in the United States are particularly acute in preK–5 programs. However, the rise of dual language immersion programs in this country represents a bright light in regard…
Instructional Decision Making and IPAs: Assessing the Modes of Communication
Integrated Performance Assessments (IPAs) provide elementary, secondary, and postsecondary instructors with the opportunity to align standards‐based foreign language instruction with assessment practices. While IPA guidelines make it clear that all three modes of communication are to be assessed, the limited body of research on IPAs provides few insights into the extent to which teachers emphasize and assess each of the modes or to the factors th…
Middle School Foreign Language Instruction: A Missed Opportunity
Multiple studies conducted over the past decade have suggested the motivational and proficiency‐related benefits of commencing language instruction at an early age. Limitations in many of these studies, however, have prevented their results from being applied to the teaching of foreign languages in the United States. In response to calls for further studies examining the possible benefits of early‐start foreign language instruction, the researche…
Instructional Decision Making and IPAs: Assessing the Modes of Communication
Integrated Performance Assessments (IPAs) provide elementary, secondary, and postsecondary instructors with the opportunity to align standards‐based foreign language instruction with assessment practices. While IPA guidelines make it clear that all three modes of communication are to be assessed, the limited body of research on IPAs provides few insights into the extent to which teachers emphasize and assess each of the modes or to the factors th…
Middle School Foreign Language Instruction: A Missed Opportunity
Multiple studies conducted over the past decade have suggested the motivational and proficiency‐related benefits of commencing language instruction at an early age. Limitations in many of these studies, however, have prevented their results from being applied to the teaching of foreign languages in the United States. In response to calls for further studies examining the possible benefits of early‐start foreign language instruction, the researche…
The relationship between proficiency‐based instruction and student oral proficiency
Over past decades, there has been a paradigm shift in WL instruction, moving away from traditional, grammar‐based programs and toward instruction that promotes student proficiency in the target language. Despite this growing attention to proficiency‐based instruction, few studies have investigated the relationship between proficiency‐based programs and student outcomes. Thus, in the present study, the researchers used a mixed methods approach, in…
Middle School Foreign Language Instruction: A Missed Opportunity
Multiple studies conducted over the past decade have suggested the motivational and proficiency‐related benefits of commencing language instruction at an early age. Limitations in many of these studies, however, have prevented their results from being applied to the teaching of foreign languages in the United States. In response to calls for further studies examining the possible benefits of early‐start foreign language instruction, the researche…
Instructional Decision Making and IPAs: Assessing the Modes of Communication
Integrated Performance Assessments (IPAs) provide elementary, secondary, and postsecondary instructors with the opportunity to align standards‐based foreign language instruction with assessment practices. While IPA guidelines make it clear that all three modes of communication are to be assessed, the limited body of research on IPAs provides few insights into the extent to which teachers emphasize and assess each of the modes or to the factors th…
PreK–5 Foreign Language Programs: No Longer an Endangered Species
PreK–5 Foreign Language Programs:No Longer an Endangered Species? Mary Jo Adams Keywords early language learning/aprendizaje de idiomas en escuela primaria, FLES, FLEX, immersion/imersión, teaching and learning/enseñaza y aprendizaje Challenges facing foreign language instruction in the United States are particularly acute in preK–5 programs. However, the rise of dual language immersion programs in this country represents a bright light in regard…
The relationship between proficiency‐based instruction and student oral proficiency
Over past decades, there has been a paradigm shift in WL instruction, moving away from traditional, grammar‐based programs and toward instruction that promotes student proficiency in the target language. Despite this growing attention to proficiency‐based instruction, few studies have investigated the relationship between proficiency‐based programs and student outcomes. Thus, in the present study, the researchers used a mixed methods approach, in…
Linguistics (4 works) · Mathematics education (4 works) · Psychology (4 works) · EFL/ESL Teaching and Learning (3 works) · Multilingual Education and Policy (3 works) · Pedagogy (3 works) · Computer Science (2 works) · Foreign language (2 works) · Language proficiency (2 works) · Second Language Learning and Teaching (2 works)