The EF Project is conducted to explore individual differences in pre-adolescents' and adolescents' English academic language proficiency (or school-relevant language proficiency). With the focus on both second language learners and monolingual speakers, our study sample includes students from various socioeconomic backgrounds, language and cultural groups in the U.S., and internationally, from Russia and China. The findings have the potential to reveal the importance of language in school learning across contexts and content areas. Our ultimate goal is to highlight the importance of ongoing adolescent language development for educators, researchers, and policy makers by revealing how teachers' and students' ways of using language support advances in students' text comprehension, academic writing, and school achievement.
EF Education First Grant (2013 - 2016) to Principal Investigator, Paola Uccelli
Conferences & Publications:
Qin, W., & Uccelli, P. (2016). Same language, different functions: A cross-genre analysis of Chinese EFL learners’ writing performance. Journal of Second Language Writing, 33, 3-17.
Qin, W. & Uccelli, P. (2015, March). Cross-genre Analysis of Chinese EFL Learners' Writing Proficiency. A paper presented at the 2015 TESOL International Convention and English Language Expo, Toronto, Canada.
Qin, W. & Uccelli, P. (2015, March). What Matters in Learning How to Write in a Foreign Language?: Predictors of Writing Quality for Argumentative and Narrative Writing. A poster presented at the annual conference of American Association of Applied Linguistics, Toronto, Canada.