(1997). English and Spanish Versions of a Memory Test: Word-Length Effects versus Spoken-Duration Effects. Hispanic Journal of Behavioral Sciences, v19 n2 p171-81 May. Uses "word length" (syllable count) and "spoken duration" to examine cross-language equivalence of tests measuring short-term memory. Although the English and Spanish versions of the Rey Auditory Verbal Learning Test had considerably different word length, the performance of bilingual college students did not differ between tests. Spoken duration quantification did not differ between tests. Contains 28 references. (SV)…
(2002). Revaluing: Coming To Know Who We Are and What We Can Do. Voices from the Middle, v10 n1 p21-26 Sep. Tells what happened when the authors invited six eighth graders to participate in a bilingual Reading Detective Club with the goal of helping them revalue themselves and what they can do as readers. Argues that when students believe their thinking and ideas are valued beyond getting a correct answer, their self-efficacy and engagement with reading are likely to increase. (SG)…
(1991). Transfer of Comprehension Skills from Native to Second Language. Journal of Reading, v34 n6 p450-55 Mar. Investigates whether transfer of reading and listening comprehension skills occurs in bilingual programs. Finds that reading and listening skills in the native language do transfer to reading in the second language but that general language ability is not significantly involved in the transfer of reading skills to a second language. (RS)…
(1989). Reading Placement for Code Switchers. Reading Teacher, v42 n4 p278-82 Jan. Examines the phenomenon of code switching (when bilingual speakers use languages interchangeably) in Mexican-American first graders. Cites several reasons for code switching, and discusses implications for reading instruction. (MM)…
(1994). Smart Choices for the ESL Classroom. Technology and Learning, v14 n7 p22-23,26-32 Apr. Reviews four current software titles recommended for use in the ESL (English-as-a-Second-Language) classroom: Story Club; Steps to English Language Development; ELLIS Senior Mastery; and Madison Stories–After the Auction. Several other software packages of value in the ESL classroom are also described. (SLW)…
(1994). Appropriating the Voice of the Superheroes: Three Preschoolers' Bilingual Language Uses in Play. Early Childhood Research Quarterly, v9 n2 p171-94 Jun. Investigated how three Spanish-speaking children, enrolled in a bilingual preschool, used Spanish and English with each other. Results indicated that exposure to English books and popular cultural materials enabled them to use English readily and easily but that their use of English during play superceded their use of Spanish, suggesting the potential for imbalance in their bilingual and biliterate development. (WP)…
(1991). Becoming Bilingual in the Classroom: Code Choice in School. Language and Education: An International Journal, v5 n1 p55-71. In this sociolinguistic study of the language patterns of 10 young mother-tongue Panjabi-speaking children, the children are educated in England and first exposed to English at about age 3, resulting in sequential acquisition of bilingualism. Clear patterns of language choice are reported. (33 references) (Author/LB)…
(1991). Rethinking Programs for Language Minority Students. Journal of Educational Issues of Language Minority Students, v9 p61-74 Fall. The implementation of bilingual and English-as-a-Second-Language programs in public schools was examined as part of a larger study on school district personnel's perceptions of change and roles played in change efforts within school systems. Results suggest a need for more sophisticated knowledge of program implementation techniques. (10 references) (LB)…
(1992). Return Home: The Effects of Study in Mexico on Bilingual Teachers. Hispania, v75 n3 p743-50 Sep. A project is reported in which selected bilingual Mexican-American teachers from Texas traveled to Mexico for a four-week study to collect materials appropriate for U.S. classroom use. The effects of the project on language fluency and ethnic self-concept are discussed. (22 references) (LB)…
(1995). Guiding Bilingual Students \through\ the Literacy Process. Language Arts, v72 n1 p20-29 Jan. Presents an overview of third-grade bilingual students and their literacy curriculum. Discusses a series of instructional lessons (\strategy wall charts\) developed to provide the students with various tools to work their way through literacy blocks as they read and wrote in English. Looks at patterns of internalization that occurred when the students attempted to use the various strategies. (RS)…
(1993). An Overview of Language and Development. Journal of Multilingual and Multicultural Development, v14 n1-2 p5-23. The components of language rights for social development are enumerated and discussed, listed under such rubrics as national language development, languages of instruction, access to a Language of Wider Communication, bilingual schooling, and the cultivation of the national languages. Examples from various countries are cited. (Contains 26 references.) (Author/LB)…
(1990). Preparing ESL and Bilingual Teachers for Changing Roles: Immersion for Teachers of LEP Children. TESOL Quarterly, v24 n3 p407-26 Fall. Describes a teacher training course designed to meet the differing language proficiency needs of bilingual and English-as-a-Second-Language teachers, as well as the needs of teachers learning to implement content-based strategies for teaching language. (15 references) (GLR)…
(1999). Two Students' Responses to, and Literacy Growth in, a Whole Language Curriculum. Reading Research and Instruction, v38 n3 p233-53 Spr. Considers different responses of two third-grade bilingual students to an English whole-language literacy curriculum. Examines how the students resisted, appropriated, and/or internalized a whole-language curriculum. Discusses the relationship between student curricular interactions and their literacy development. (SC)…
(1999). Discourse Markers as Indicators of Register. Hispania, v82 n1 p128-41 Mar. Explores the ability of children to use discourse markers (DMs) as indicators of register, examining the distribution of various DMs in the role-play speech of Spanish-dominant bilingual elementary students as they played with puppets representing several characters with different social relationships. Children used DMs to specifically mark differences in status and familiarity/intimacy between interlocutors. (SM)…
(1995). Curriculum-Based Measurement of English Reading with Bilingual Hispanic Students: A Validation Study with Second-Grade Students. School Psychology Review, v24 n4 p561-78. Investigates the reliability, validity, and sensitivity of curriculum-based measurement (CBM) reading in English with bilingual Hispanic students. Results indicate that CBM reading in English is as reliable and valid for bilingual students as it is for English-only students. Supports construct validity of CBM reading as a measure of general reading proficiency in English. (Author/JDM)…