Investigating the measurement of grammatical knowledge and civics content knowledge in the context of an English-for specific-purposes program designed for adult learners with low English proficiency

In the context of adult learners with low English proficiency enrolled in an organization offering instruction in both language and civics content, the purpose of the study was to determine. (1) the nature of grammatical knowledge in the context in the learners' second language (L2) and the nature of civics content knowledge in the learners' first language (L1); (2) the extent of learner gain after a period of 12 weeks of instruction; and (3) the predictive effect of grammatical knowledge on learners' civics content knowledge. The Grammar Test (in English) was operationalized using Purpura's (2004) model of grammatical knowledge and the Civics Test (in Spanish) was operationalized using the Civics Framework (NAGB, 1998). Both tests were linked by civics domains, which had been identified prior to the curriculum-design process.;The current study used a nonexperimental, pretest-posttest design, employing intact classes. Data were analyzed with many-facet Rasch measurement (MFRM) and multiple linear regression. MFRM was used to show evidence of validity of the underlying test construct and the extent of learner gain in grammatical knowledge and civics content knowledge. Multiple linear regression was used to determine whether and to what extent grammatical form and grammatical meaning had a predictive effect on civics content knowledge before and after instruction. The results of the study presented empirical evidence in support of the validity of two underlying constructs operationalized in the Grammar Test and the Civics Test. The findings also suggested that the examinees showed greater gain in their knowledge of grammatical form. Furthermore, the results suggested that knowledge of grammatical meaning had a predictive effect on learners' civics content knowledge at the pretest. At the posttest, however, grammatical form had an effect on learners' scores on the Civics Test. The study had both theoretical and pedagogical implications in addition to implications with respect to accountability.