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Languages and cultures in contact. The place of new speakers in the education system in Upper Lusatia
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In: Cognitive Studies | Études cognitives; No 19 (2019) ; 2392-2397 (2019)
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Bilingualism and its Effect on Foreign Language Learning ...
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Scientific inquiry as social and linguistic practice: language socialization pathways in a ninth-grade physics class ...
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An maith leat an Ghaeilge? An analysis of variation in primary pupil attitudes to Irish in the Growing Up in Ireland study
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Communicating care across culture and language: The student-teacher relationship as a site for socialization in public schools
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In: Teacher Education and Leadership Faculty Publications (2016)
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Scientific inquiry as social and linguistic practice: language socialization pathways in a ninth-grade physics class ; Doctor of Philosophy
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Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency
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In: Hwang, Jin Kyoung. (2015). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. International Journal of Bilingualism, 19(3), 314 - 332. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/5wh435nv (2015)
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| 9 |
Somali Parents' Involvement in the Education of Their Children in American Middle Schools: a Case Study in Portland, Maine
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In: Electronic Theses and Dissertations (2015)
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| 10 |
Exploring Cultural Proficiency: A Case Study of a Culturally and Linguistically Diverse Middle School in a Predominantly White School District
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2015)
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| 11 |
Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency
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In: Hwang, Jin Kyoung; Lawrence, Joshua Fahey; Mo, Elaine; & Snow, Catherine. (2014). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. The International Journal of Bilingualism. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/9z6970x6 (2014)
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| 12 |
Challenges confronting teachers of English language learners
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| 13 |
Differential Academic Trajectories Among Latino Students in Los Angeles
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In: Publicly Accessible Penn Dissertations (2014)
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Abstract:
Widespread underachievement among students classified as English learners (ELs) indicates the United States education system is not serving them well. Although there has been increased attention directed toward the challenges these learners face in school, efforts to improve their academic outcomes often narrowly focus on English language abilities. Undoubtedly, English proficiency is a central component of academic achievement in the U.S. However, the emphasis on English language development in policy and practice also advances the idea that English is the only language for learning in school. Additionally, it obscures the contributions of non-linguistic influences on school success for language minority learners. Using mixed methods, this research investigates the school experiences of both high- and low-achieving Spanish-speaking ELs in Los Angeles Unified School District (LAUSD) with the aim of better understanding factors - other than English - that contribute to their differential academic trajectories. Growth-curve analyses of longitudinal, student-level data indicate that Spanish language abilities relate to English language arts (ELA) and math achievement in classrooms where the teaching and learning activities are conducted overwhelmingly, or exclusively, in English. Achievement in both ELA and math was higher as a function of increasing Spanish proficiency as measured in kindergarten, indicating that knowledge and skills gained at home in Spanish benefit learning endeavors at school in English. With ethnographic methods in a LAUSD middle school, the discussion of ELs' differential academic trajectories is extended to include social processes not detectable with the quantitative data. These qualitative findings suggest other factors that shape students' academic identities and create and maintain disparities in academic achievement. The practice of high-stakes achievement testing emerged as the primary school influence on the study participants' identities as learners. Through social identification processes the results of standardized achievement assessments become indicators of who students are as learners, as well as their learning potential, rather than simply scores on a test. The system of achievement assessments significantly affected access to curricula and quality instruction, and also influenced the relationships and interactions between students and teachers. Consequently, learning opportunities were expanded for some students and diminished for others.
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Keyword:
Academic identity; and Multicultural Education; Bilingual; Educational Sociology; Institutional classifications; Language minority learners; Latinos; Multilingual; Primary home language instruction; Social and Philosophical Foundations of Education
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URL: https://repository.upenn.edu/edissertations/1193
https://repository.upenn.edu/cgi/viewcontent.cgi?article=3005&context=edissertations
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| 14 |
Castañeda v. Pickard : the struggle for an equitable education - one family's experience with resistance.
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Teachers' perceptions of bilingualism and bidialectalism: the effect on language arts pedagogy
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THE RELATIONSHIPS BETWEEN TEACHER VARIABLES AND OUTCOMES FOR LANGUAGE MINORITY LEARNERS IN GRADES 3-5 ON MEASURES OF VOCABULARY KNOWLEDGE AND READING COMPREHENSION
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Investigating English Reading Comprehension Growth in Adolescent Language Minority Learners: Some Insights from the Simple View
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Distance Education and Community Learning Networks linked by a Library of Culture
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In: Student Affairs Digital Community Development (2011)
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| 19 |
Tā Pikitia Hei Āwhina Kōrero Collaborative Drawing and Storying
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Federal, state, and district level English language learner program entry and exit requirements: Effects on the education of language minority learners.
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In: education policy analysis archives; Vol 14 (2006); 20 ; archivos analiticos de politicas educativas; Vol 14 (2006); 20 ; Arquivos Analíticos de Políticas Educativas; Vol 14 (2006); 20 ; 1068-2341 (2006)
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