Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners最新文献_第2页

The Relationship Between Oral Language and Reading in English-Only, Proficient Bilingual, and Emergent Bilingual Adolescents 纯英语、熟练双语及新兴双语青少年口语与阅读的关系

Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-8283-0.CH006

Becky H. Huang

{"title":"The Relationship Between Oral Language and Reading in English-Only, Proficient Bilingual, and Emergent Bilingual Adolescents","authors":"Becky H. Huang","doi":"10.4018/978-1-5225-8283-0.CH006","DOIUrl":"https://doi.org/10.4018/978-1-5225-8283-0.CH006","url":null,"abstract":"The chapter examined the English language and reading outcomes and the relationship between language and reading for two bilingual adolescent groups (Proficient Bilinguals and Emergent Bilinguals) and their English-only peers (n = 78 total). Participants completed a variety of English language assessments, and their scores from a standardized accountability reading assessment were collected from their teachers. Results from the study showed that Proficient Bilinguals performed comparably to their English-only peers in all language and reading measures, suggesting that simply being bilingual does not detract from adolescents' English language proficiency. Furthermore, the relationships between oral language and reading differed as a function of participants' English language proficiency. Oral language skills correlated with reading for both bilinguals and English-only adolescents, but the relationships were more robust for bilinguals than for English-only adolescents. Finally, the relationship between speech production and reading was significantly only for Emergent Bilinguals and not for Proficient Bilinguals.","PeriodicalId":447187,"journal":{"name":"Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129210581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Asian Immigrant Communities' Civic Participation in Cultivating Bilingualism and Biliteracy in the United States 美国亚裔移民社区在培养双语和双语能力中的公民参与

Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-8283-0.CH008

Kwangok Song

{"title":"Asian Immigrant Communities' Civic Participation in Cultivating Bilingualism and Biliteracy in the United States","authors":"Kwangok Song","doi":"10.4018/978-1-5225-8283-0.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-8283-0.CH008","url":null,"abstract":"This chapter discusses how Asian immigrant communities in the United States cultivate Asian immigrant children's literacy learning in their heritage languages. Although the United States has historically been a linguistically diverse country, bilingualism has not always been valued and acknowledged. Strong social and institutional expectations for immigrants to acquire the socially dominant language have resulted in language shifts among immigrants. Concerned about their descendants' heritage language loss, Asian immigrant communities make organized efforts to establish community-based heritage language schools. Heritage language schools play an important role in immigrant children's learning of their heritage language and culturally appropriate ways of behaving and communicating. It has also been noted that heritage language schools encounter several challenges in motivating heritage language learners. Heritage language schools should be considered as complementary education for immigrant students because they take critical responsibilities to support immigrant students' language and literacy development in their heritage languages.","PeriodicalId":447187,"journal":{"name":"Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115364082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Roadblocks to Bilingualism 双语的障碍

Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-8283-0.CH004

John Evar Strid, James Cohen, Autumn Gathings, Raven Stepter, Amor Taylor

引用次数: 0

Preparing In-Service Teachers to Work With Linguistically and Culturally Diverse Youth 准备在职教师与语言和文化多样化的青年一起工作

Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-8283-0.CH018

Lourdes Cardozo-Gaibisso, R. Harman

{"title":"Preparing In-Service Teachers to Work With Linguistically and Culturally Diverse Youth","authors":"Lourdes Cardozo-Gaibisso, R. Harman","doi":"10.4018/978-1-5225-8283-0.CH018","DOIUrl":"https://doi.org/10.4018/978-1-5225-8283-0.CH018","url":null,"abstract":"Teacher professional learning (TPL) can function as a powerful resource in supporting culturally sustaining educational practices for multicultural and multilingual students. However, as this chapter discusses through a detailed description of the literature, the design of current TPL initiatives often leads to a perpetuation of top down discourses about the role of teachers and bilingual learners in K-12 contexts. To speak to these challenges, the chapter provides readers with a detailed account of a bilingual National Science Foundation (NSF)-funded model of professional learning that could serve as an alternative culturally sustaining model for TPL. Specifically, the goal of the NSF initiative was to position in-service ESOL and science teachers of English as agentive and culturally responsive in their work. The systemic functional linguistic paradigm that undergirded the initiative placed emphasis on incorporating students' linguistic and experiential repertories in co construction of knowledge. This chapter concludes with recommendations for the field.","PeriodicalId":447187,"journal":{"name":"Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116655229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9