This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Axel Tamez, Monica Sweet, Winnie Mucherah, Ellen Riojas Clark, Wolfgang Butzkamm, Ross Forman, Fred Genesee, Alberto Mora, Vera Gutierrez-Clellen, and Ruth Roux.
(2012). Predictors of Second Language Acquisition in Latino Children with Specific Language Impairment, American Journal of Speech-Language Pathology. Purpose: This study evaluated the extent to which the language of intervention, the child's development in Spanish, and the effects of English vocabulary, use, proficiency, and exposure predict differences in the rates of acquisition of English in Latino children with specific language impairment (SLI). Method: In this randomized controlled trial, 188 Latino preschoolers with SLI participated in a small-group academic enrichment program for 12 weeks and were followed up 3 and 5 months later. Children were randomly assigned to either a bilingual or an English-only program. Predictors of English growth included measures of Spanish language skills and English vocabulary, use, proficiency, and exposure. Performance on English outcomes (i.e., picture description and narrative sample) was assessed over time. A series of longitudinal models were tested via multilevel modeling with baseline and posttreatment measures nested within child. Results: Children demonstrated growth on the English outcomes over time. The language of intervention, Spanish skills, English vocabulary, and English use significantly predicted differences in rates of growth across children for specific measures of English development. Conclusions: This study underscores the role of the child's first language skills, the child's level of English vocabulary development, and level of English use for predicting differences in English acquisition in Latino preschoolers with SLI. These factors should be carefully considered in making clinical decisions. [More] Descriptors: Intervention, Enrichment Activities, Language Impairments, Vocabulary Development
(2008). Immigrants' Perceptions of Their Native Language: Challenges to Actual Use and Maintenance, Journal of Language, Identity, and Education. This study examined immigrants' perceptions of their native language and factors that enhance or hinder its use and maintenance. Participants (N = 208) included immigrants to the United States. Results showed that immigrants perceive their native language positively, desire that their children use it alongside English, and perceive negative consequences related to speaking the native language. Immigrants use English more often than their native language. There were significant differences based on where children were born and visits to the native country. Reported factors enhancing the use of the native language are speaking the native language, exposure to native media, attending cultural events, interacting with other native speakers, and visits to the native country. Challenges are predominant use of English, fear of being perceived as different, friends and spouse who do not speak the same native language, limited visits to the native country, and lack of access to other native speakers. [More] Descriptors: Speech Communication, Native Speakers, Immigrants, English (Second Language)
(2008). Using Cultural Tools to Develop Scientific Literacy of Young Mexican American Preschoolers, Early Child Development and Care. Building on the home cultural practices related to science can facilitate scientific literacy development of preschoolers. Using a sociocognitive and sociocultural approach and "funds of knowledge" as a theoretical framework, this article describes how Mexican American parents and young children identified the science concepts and knowledge learned from common activities found in their homes through the Family Institute for Early Literacy Development. Science skills and concepts were found in many activities related to Mexican American cultural practices such as gardening, cooking and home remedies. Parents were informed of the type of scientific readiness knowledge that schools expect children to bring from home, and in turn parents were able to explain to their children those concepts during the institute and at home. The success of the institute is founded on the opportunity given to parents to understand and implement school expectations for their young children. [More] Descriptors: Mexican Americans, Scientific Literacy, Culturally Relevant Education, Preschool Children
(2012). Reflective Writing of Mexican EFL Writers: Levels of Reflection, Difficulties and Perceived Usefulness, English Language Teaching. This case study examined the level of reflection in the essays written by 15 Mexican English language teachers taking a Master's Degree course in English as a foreign language (EFL). The essays were evaluated using the categorization scheme for assessing the level of reflection developed by Kember, et al. (2008). Semi-structured interviews were held with information-rich participants to investigate the difficulties experienced with reflective writing and the usefulness attributed to this academic genre. Findings suggest that the categorization scheme is applicable to reflective writing in EFL, although almost half of the participants continued to write in a non-reflective mode throughout the course. Low level of proficiency in English, lack of familiarity with reflective writing, challenges of deductive reasoning, and the absence of productive feedback were their reported difficulties. Reflective writing was deemed useful because it facilitates participation in class discussion, a more thorough completion of course readings, the adoption of a stance towards SLA theories, and improvement of academic writing ability. [More] Descriptors: Case Studies, English (Second Language), Second Language Learning, Second Language Instruction
(2008). Early Dual Language Learning, Zero to Three. Parents and child care personnel in English-dominant parts of the world often express misgivings about raising children bilingually. Their concerns are based on the belief that dual language learning during the infant-toddler stage confuses children, delays their development, and perhaps even results in reduced language competence. In this article, the author describes some of these concerns, reviews pertinent research, and offers suggestions about dual language learning during the infant-toddler period. [More] Descriptors: Second Language Learning, Toddlers, Infants, Bilingual Education
(2008). The Passage of Education Citizen Initiatives: Evidence from California, Educational Policy. In recent years, many critical education policy reforms across the American states have been attempted through citizen ballots. This study examines citizens' voting behavior on three salient education initiatives proposed in California. Analyses of exit poll data indicate that voting on education initiatives is greatly influenced by ideological predispositions, self-interest, and racially based incentives. Local school districts' conditions become more influential once we examine voting separately across racial groups. These voting strategies suggest that the path of education reform through citizen initiatives will be much susceptible to ideological and demographic currents. [More] Descriptors: Voting, Educational Policy, School Districts, Bilingual Education
(1998). Code-Switching in a Bilingual History Lesson: The Mother Tongue as a Conversational Lubricant, International Journal of Bilingual Education and Bilingualism. Discusses use of the mother tongue in bilingual content teaching as well as in conventional foreign-language classes. The controversy over mother tongue is examined by analyzing a history lesson taught in English as a foreign language. Suggests brief use of the mother tongue can function as a learning aid to enhance communicative competence in the foreign language. Descriptors: Bilingualism, Code Switching (Language), Communicative Competence (Languages), English (Second Language)
(2012). Six Functions of Bilingual EFL Teacher Talk: Animating, Translating, Explaining, Creating, Prompting and Dialoguing, RELC Journal: A Journal of Language Teaching and Research. "Teacher talk", which remains a primary feature of much education, plays a crucial role in EFL contexts where exposure to the L2 is often confined to the language classroom, and where local teachers generally share L1 with their students. The present study explores fresh ways of describing the major pedagogic functions of teacher talk across both L1 and L2 in such environments. It seeks to establish broad descriptive categories which can be directly applied by teachers and teacher-educators to the analysis of bilingual classroom practices. [More] Descriptors: Bilingual Education, English (Second Language), Bilingualism, Second Language Learning
(2008). Reading Methods Comparison, Online Submission. This working paper explores contemporary research related to methods for teaching reading in Spanish and English in bilingual, foreign language, and English as a second language (ESL) classrooms. Changes stemming from innovations in research and learning are identified and a table is provided to compare methods of teaching reading in Spanish and in English. [More] Descriptors: Reading Instruction, Teaching Methods, Reading Strategies, English (Second Language)
(2010). Engaging in "Travesuras": A Latino Fifth-Grader's Disassociation from the Schoolboy Label, International Journal of Multicultural Education. This case study examines José, a bilingual Latino fifth-grader, and his complex and dynamic engagements in "travesuras" (mischievous behaviors). José's "travesuras" served to disassociate him from being labeled a "schoolboy." This disassociation was evident in how José: (1) renounced "school-like" work and (2) downplayed his intelligence. José had been pigeonholed–for the most part– as a smart student who should have known better than to behave inappropriately. Implications point to how to create more nurturing and enriching experiences for urban Latino youth such as José. [More] Descriptors: Hispanic American Students, Grade 5, Labeling (of Persons), Case Studies
(2008). Connecting Worlds/Mundos Unidos Project: End-of-Year Report, 2007-2008, Online Submission. This report presents information on the Connecting Worlds/Mundos Unidos Project and provides a general comparison overview of accomplishments during its five years of operation. The Connecting Worlds/Mundos Unidos Project has been operating in the El Paso Independent School District (EPISD) for eleven years, but in the present format as a Jacob K. Javits grant for the past five school years, this being its last year under this grant. It is one of very few dual-language projects for gifted students in the United States. In EPISD, the project is implemented at three sites: Mesita Elementary, Wiggs Middle, and El Paso High. Project students begin their dual-language education experience at Mesita Elementary, continue on to Wiggs Middle, and complete their preparation at El Paso High. The curriculum is offered to participating students in English and Spanish, based on the 50/50 model of instruction, i.e., approximately 50% of all instruction is delivered by teachers in one language or the other depending on the teacher's schedule of activities. This approach to teaching students in two languages has been widely researched, and the reader is encouraged to review at least three sources: Cloud, N., Genesee, F., and Hamayan E. (2000); Center for Applied Linguistics. "Frequently Asked Questions About Two-Way Immersion," which can be retrieved from cal.org/twi/FAQ.htm; and Valdes, Guadalupe. "Dual-Language Immersion Programs: A Cautionary Note Concerning the Education of Language-Minority Students." Harvard Educational Review Abstract 213. Fall 1997, which can be accessed at www.hepg.org/her/abstract/213. We also recommend the extensive research works by these authors: Merrill Swain; Stephen Kreshen; James Crawford; Fred Genesee; Lilly Wong-Fillmore; and James Cummins. Appended are: (1) Schools, Teachers, and Class Schedules; (2) Student Demographics in the Program Schools; (3) Scholastic Achievement Test & AP Test Scores; (4) Summary of Major Findings by Program Year; and (5) Observation Guide. [More] Descriptors: Academically Gifted, Immersion Programs, Academic Achievement, Achievement Tests
(2001). No Child Left Behind Act of 2001. Title I: Improving the Academic Achievement of the Disadvantaged. 107th Congress, 1st Session. The purpose of Title I of the Elementary and Secondary Education Act of 1965 is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments. After presenting a statement of purpose and describing authorization of appropriations, school improvement, and state administration, the nine parts are described as follows: improving basic programs operated by local educational agencies; student reading skills improvement grants; education of migratory children; prevention and intervention programs for children and youth who are neglected, delinquent, or at-risk; national assessment of Title I; comprehensive school reform; advanced placement programs; school dropout prevention; and general provisions. [More] Descriptors: Academic Achievement, Advanced Placement Programs, Child Neglect, Delinquency
(2001). No Child Left Behind Act of 2001. Title III: Language Instruction for Limited English Proficient and Immigrant Students. 107th Congress, 1st Session. This report describes the No Child Left Behind Act of 2001, Title III: Language Instruction for Limited English Proficient and Immigrant Students. Part A describes the English Language Acquisition, Language Enhancement, and Academic Achievement Act. Its four subparts include the following: (1) grants and subgrants for English language acquisition and language enhancement (e.g., formula grants to states, Native American and Alaska Native children in school, and local plans); (2) accountability and administration (e.g., evaluations, reporting requirements, and civil rights); (3) national activities (National Professional Development Project); and (4) definitions (eligible entry). Part B discusses improving language instruction educational programs and is made up of five subparts: (1) program development and enhancement (e.g., program enhancement activities and capacity building); (2) research, evaluation, and dissemination (e.g., authority, research, and state grant program); (3) professional development; (4) Emergency Immigrant Education Program (e.g., purpose, withholding, and administrative provisions); and (5) administration (release time, notification, and coordination and reporting requirements. Part C presents general provisions (definitions, parental notification, National Clearinghouse, and regulations). [More] Descriptors: Access to Education, Accountability, Alaska Natives, American Indians
(2008). The State of the Art of Secondary ESL Teaching and Learning, Journal of Adolescent & Adult Literacy. Issues related to the long-term problems of the teaching and learning of secondary ESL students are described and discussed. It is concluded that the National Literacy Panel rationale for selecting approved research demonstrates a significant misunderstanding of the realities of secondary teaching and learning. The paper concludes with the suggestion that an unrealistic faith has been placed in science as a way to reveal truths about teaching methods and approaches. The author concludes that the same national determination to put a man on the moon should be applied to discovering how science, math, social studies, and English teachers can teach successfully their subjects to classes that include increasing numbers of ESL students. [More] Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods
(2012). A Case for Adult Two-Way Bilingual Immersion, CATESOL Journal. The present study investigates 2-way bilingual immersion (TWBI) as a potentially viable pedagogical model for adult language learners. A review of the literature on TWBI at the K-6 level is provided, followed by an examination of key issues in adult second and foreign language education. Implications for potential adult TWBI programs are discussed along with recommendations for further investigation. Finally, the author presents an exploratory study of a nonformal, community-based adult TWBI program in Los Angeles known as I HABLO U. The results of this study suggest that while adult TWBI shares many of the learner and administrative challenges documented in K-6 TWBI programs, adult learners in TWBI programs contend with a unique set of problems and also enjoy a number of advantages that K-6 learners may not experience. The author concludes that scholars must widen the focus of current research and evaluative efforts of TWBI to consider adult learners. [More] Descriptors: Bilingual Education, Immersion Programs, Adult Learning, Second Language Learning