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Literacy --- English language --- Reading (Adult education) --- Educational surveys --- Evaluation. --- Ability testing

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Academic achievement --- Educational evaluation --- High school students, White --- African American students --- Mathematical ability --- Reading --- Education --- Evaluation. --- Testing. --- Ability testing. --- National Assessment of Educational Progress (Project)

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This volume brings together chapters written by specialists in North America, Europe and Brazil. It includes original research about the acquisition (L1, bilingualism) and acquisition/ learning (L2 or L3) of dialects of Brazilian and European Portuguese. In an effort to maximize volume cohesion, the emphasis has been on contributions that present studies exploring both empirical/experimental and theoretical aspects of the acquisition of syntax, and its interfaces with morphology, with semantics/pragmatics, and with language change. Within the generative paradigm alone there are various volumes on the acquisition of other languages, but there are no volumes currently in print focusing on the acquisition of Portuguese. We believe that it is time for such a volume, considering among other factors that Portuguese is the second most widely spoken Romance language (second only to Spanish), and the seventh most widely spoken language in the world. In addition, the significant changes that have taken place between Brazilian and European Portuguese especially since the 19th century make the inquiry into the acquisition of the different dialects a source for very productive insights about the connections between linguistic theory, language acquisition and language change. Finally, having a collection of high quality articles in one place pays homage to the importance for linguistic research of investigations into the acquisition of the Portuguese language.

Second language acquisition --- Bilingualism --- Portuguese language --- Linguistic change --- Grammar, Comparative and general --- Minimalist theory (Linguistics) --- Generative grammar --- Comparative grammar --- Grammar --- Grammar, Philosophical --- Grammar, Universal --- Language and languages --- Philosophical grammar --- Linguistics --- Philology --- Change, Linguistic --- Language change --- Historical linguistics --- Romance languages --- Languages in contact --- Multilingualism --- Second language learning --- Language acquisition --- Acquisition --- Ability testing --- Grammar, Comparative --- Language Teaching. --- Romance Languages. --- Second Language Acquisition.

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This is an in depth analysis of the linguistic issues surrounding civic integration and citizenship in nation states across the world. What is required to achieve civic integration and citizenship in nation states across the world? Should language testing be a part of it? This book addresses the urgent need to develop a fuller conceptual and theoretical basis for language testing than is currently available, to enable widespread discussion of this theme and the concomitant linguistic and cultural requirements. The policy proposals for civic integration have so far been conducted almost entirel

Language and languages --- Language and culture. --- Immigrants --- Language policy. --- Citizenship. --- Culture and language --- Culture --- Language assessment --- Assimilation (Sociology) --- Birthright citizenship --- Citizenship --- Citizenship (International law) --- National citizenship --- Nationality (Citizenship) --- Political science --- Public law --- Allegiance --- Civics --- Domicile --- Political rights --- Glottopolitics --- Institutional linguistics --- Language and state --- Languages, National --- Languages, Official --- National languages --- Official languages --- State and language --- Communication policy --- Language planning --- Emigrants --- Foreign-born population --- Foreign population --- Foreigners --- Migrants --- Persons --- Aliens --- Ability testing. --- Language. --- Cultural assimilation. --- Study and teaching --- Law and legislation --- Government policy

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The rapidly growing demand for highly skilled workers has led to a global competition for talent. While basic competencies are important for the absorption of new technologies, high-level skills are critical for the creation of new knowledge, technologies and innovation. The OECD’s Programme for International Student Assessment (PISA) has taken an innovative approach to examining educational excellence, by directly assessing students’ knowledge, skills and attitudes and exploring how these relate to the characteristics of individual students, schools and education systems. Based on PISA survey results, this report examines who the highest performing students are, what the characteristics of the schools they attend are, to what extent they engage in science related activities outside of school, what their motivations and attitudes towards science are, and what their career intentions are.

Academic achievement --- Science --- Motivation in education. --- Ability testing --- Programme for International Student Assessment. --- Examinations --- Examens --- Sciences --- Interpretation --- Interprétation des résultats --- Pisa (Italy) --- Pise (Italie) --- Educational tests and measurements --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Students --- Psychological tests --- Natural science --- Natural sciences --- Science of science --- Rating of --- Organisation for Economic Co-operation and Development. --- International Programme for Student Assessment --- OECD/PISA --- PISA --- Programa Internacional de Avaliação de Alunos --- Program for International Student Assessment --- Starptautiskā skolēnu novērtēšanas programma --- Programme international pour le suivi des acquis des élèves --- Programa Internacional de Evaluación de Estudiantes